|dc.description.abstract||Several situations have appeared in the classroom regarding English language learning. For instance, there is a big gap of English ability between the high achievement and low achievement students. Additionally, a lack of an appropriate learning situation leads students to have difficulties in English learning. To this end, an empirical study was conducted in the study to examine how Web 2.0 affected the students′ English learning. In other words, the Web 2.0 English learning activity was employed to create a student-centered environment, which can let the students create the story and collaborate with each other in a digital environment. By doing so, this study expected the students′ English learning performance and motivation would be improved. Furthermore, within a long-term study design, the flow and learning motivation were examined to see how Web 2.0 English learning activity would influence the students′ English learning.
The results from this study showed that the students′ learning performance and motivation were significantly improved after engaging in the Web 2.0 English learning activity. The students’ English vocabulary and English oral reading ability were enhanced. Regarding the learning motivation, it was also improved by participating in the Web 2.0 English learning activity. On the other hand, the students′ flow experience, in terms of control, attention focus, curiosity and intrinsically interesting, were decreased in the beginning of Web 2.0 English learning activity. In the long-term Web 2.0 English learning activity, students’ flow experience were divided into three stages of ebb, try to recovery and stabilized recovery by the 19 times of data collection.
However, the students′ flow experience was significantly improved in the end of Web 2.0 English learning activity. The results suggested that Web 2.0 English learning activity was beneficial to advance the students′ English learning performance, motivation and flow experience. The results from this study are used to support the further development of Web 2.0 English learning activity, which can support both instructor and students to create more joyful English learning environment. In addition, if the instructors used the technology in the class, this study suggested that the instructors can provide scaffolding to assist students on English learning.