Abstract:

The presented paper aims to provide the readers with the data that could be productive to enhance learners’ academic performance in writing and increase their motivation level as well. The research context was set at Qafqaz University (Baku Engineering University), Azerbaijan. The primary focus of the study was to identify the impact of movies and educational technologies (blogs and wikis) on students’ academic achievements in writing. Compared to course books, movies are mainly seen as a medium that attracts learners’ mind since they present language naturally. They are the first link to English-speaking culture for many English learners through being exposed to various features of speech, say, accent, voice, pronunciation, tone, speech pace and so forth. Web 2.0-assisted collaborative writing tasks, applied in the experiment, enabled students to have quick online peer feedback through editing, suggesting and commenting on each other’s work. The hypothesis was that integration of movies through digital applications enhances EFL students’ writing competence and increases their motivation level. Four classes were chosen according to their English Language level for the experiment (2 experimental and 2 control groups). The classes were homogeneous consisting of around 15-16 students in each. The control group followed a traditional book-based approach. The experimental group followed the model designed by the researchers. To check the efficiency of the model different stages of assessment have been implemented. The data collection consisted of pre-, while- and post-assessment of the experimental groups results. The obtained data revealed that the model designed by the researchers, which meant integrating movies through educational technologies in the process of teaching writing, provides an ideal context for Azerbaijani students develop their written competences.

Keywords:

Writing skill, Educational technologies, Web 2.0 tools, Blogs, Wikis, Movies.