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The conclusion of our statistical analysis is that the great number of students with low interest for
individual study based on the wiki resources is mainly due to the low frequence of teacher
feedback, low attendance of face-to-face meetings (no compulsory attendance was stipulated at the
beginning of the semester) and, finally, the students’ own type of involvement in the learning
activity, namely slow start and increased frequency after mid-semester and at the end-of-semester
intervals, when assessment constraints became imminent.
4. CONCLUSIONS
Due to the transition to the semantic web where most activities are carried out under the sign of
collaboration and the results of numerous studies/ surveys attesting Web 2.0 technologies’
beneficial impact on learning, we have decided to introduce the wiki as a component of a blended
learning approach to learning English for Specific/Academic Purposes.
Our research will continue with corrections and adaptations of the wiki platform in order to meet
the needs of students by creating a balance of face-to-face meetings and wiki presence, a regular
feedback pattern teacher-students and distributing tasks and assessment/ self-assessment activities
during the semester interval.
A long-term goal would be to identify student profiles based on an interdisciplinary approach
(cultural, educational, demographic, language level dimensions) that would allow us to personalise
the collaborative learning process into more efficient working groups. This would help us build a
determining/defining pattern of relationships based on methods from the game theory that would
help optimise the learning process and bring about enhanced professional, social and personal
results for all parties involved.
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