Martín Monje, Elena María2025-11-182025-11-182014-01-01Martín Monje, E.. Integration of Web 2.0 tools in a VLE to improve results in the EFL Spanish University Entrance Examination: A quasi-experimental study. CALICO Journal. 31 - 1, pp. 26 - 42. (Estados Unidos de América): 2014.0742-7778https://hdl.handle.net/20.500.14468/30876The registered version of this article, first published in CALICO Journal, is available online at the publisher's website: University of Toronto PressLa versión registrada de este artículo, publicado por primera vez en CALICO Journal, está disponible en línea en el sitio web del editor: University of Toronto PressThe article shows the results of a research project designed to improve the results in the English as a Foreign Language section of the Spanish University Admission Examination, or PAU, Prueba de Acceso a la Universidad (henceforth EFLPAU). Using a quasi-experimental methodology (Seliger & Sohamy, 1990), relevant data was collected from two groups (control and experimental group) during a whole academic year just before their EFL-PAU. The hypothesis that students who used Web 2.0 based materials (forums, collaborative glossaries, social repositories with annotated past papers, podcasts, social bookmarking, a wiki and a blog) instead of traditional EFL resources achieved better results was quantitatively confirmed. Furthermore, it was qualitatively proved that Web 2.0 tools in EFL increase motivation in students, a crucial aspect for the achievement of good scores in the English section of the EFL-PAU. All these Web 2.0 tools were located in a Moodle course, one of the most widely used virtual learning environments. Although not strictly speaking a Web 2.0 tool, Moodle facilitates interactive information sharing, online collaboration and is user/learner-centered, all of which are key features in a Web 2.0 digital education context.eninfo:eu-repo/semantics/openAccess5505.10 Filología5701 Lingüística aplicadaartículoComputer-Assisted Language LearningEFLWeb 2.0VLESpanish EFL-PAU