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The study examines the performance of an English Language Teaching
(ELT) class at the undergraduate level where Wiki (a Web 2.0 tool)
has been included as an extension and support to the regular
face-to-face classroom. Language teaching practices in Bangladesh
are generally non-interactive and attached to the attributes of
behaviorist learning theory. Language research in
English-as-a-second-language has shown such learning to be
insufficient and ineffective in producing competent language users.
The research compares interactions, participation, and levels of
reflection in face-to-face classes with that of Wiki exercises. It
also investigates whether the pedagogical shift from
teacher-centric learning to a self-directed environment enhances
learner involvement, autonomy and creativity. To be specific, the
study attempts to probe whether Wiki participation assists learners
in reflection and produce need-based authentic learning materials.
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