Constructs for Web 2.0 learning environments: a theatrical metaphor

Tu, Chih Hsiung; Blocher, Michael; Roberts, Gayle A.

doi:10.1080/09523980802588576

Cited by 61 publications

(30 citation statements)

References 29 publications

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“…This authenticity-related advantage is supported by previous research. Studies showed that Web 2.0 technologies provide learners a cooperative and communicative learning environment and promote tolerance, thereby increasing collaboration and interaction in a target language (Antenos-Conforti, 2009;Dippold, 2009;Ducate & Lomicka, 2008;Kessler, 2009;Tu, Blocher, & Roberts, 2008;Guth & Petrucco, 2009). A cooperative learning environment is expected to stimulate knowledge construction in L2 amongst learners.…”

Section: Social Media As Learning Toolsmentioning

confidence: 99%

The Use of Twitter Amongst Female Saudi EFL Learners

Alsharidi

2018

Int. J. Appl. Linguist. Engl. Lit.

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Twitter is a popular microblogging site amongst the Saudi population, which means that Saudi EFL learners are now increasingly connected with millions of native English speakers and other EFL/ESL students. This paper shed light on the use of Twitter by female Saudi EFL learners to determine their English learning practices and their perceptions beyond formal learning contexts. Specifically, the research determined the manner by which the participants' social interactions over Twitter can help with second language (L2) development and the factors that drove them to choose this site to support their L2 learning. To this end, 25 Saudi adult females who were at different levels of study at a local health sciences university in Saudi Arabia were recruited. Underlain by a mixed methods approach, data collection was implemented through survey questionnaires administered to the EFL learners, amongst whom three participated in additional semi-structured interviews. The researcher has provided few recommendations for the future research where use of Twitter in education and its implications for the purpose of teaching.

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Section: Social Media As Learning Toolsmentioning

confidence: 99%

The Use of Twitter Amongst Female Saudi EFL Learners

Alsharidi

2018

Int. J. Appl. Linguist. Engl. Lit.

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“…Chief among them are Web 2.0 technologies, online tools which emphasize interaction, collaboration and creativity (Tu, Blocher, & Ntoruru, 2008). Compared with Web 1.0 tools such as email or traditional webpages, Web 2.0 applications are highly adaptable and promote greater degrees of interaction and collaboration (Harrison & Thomas, 2009;Pegrum, 2009).…”

Section: Introductionmentioning

confidence: 99%

Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

Dizon

Thanyawatpokin

2018

eurocall

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Web 2.0 technologies have become an integral part of our lives, transforming not only how we communicate with others, but also how language is taught and learned in the L2 classroom. Several studies have looked into the use of these tools and how they influence L2 learning (e.g. Jin, 2015;Wang & Vásquez, 2014), yet only one has compared the effects of two Web 2.0 technologies (Castaneda Vise, 2008). Thus, the aim of this study was to compare the impact that Facebook and blogs had on the writing skills, namely, writing fluency, lexical richness, and syntactic complexity, of Japanese EFL learners. Moreover, the authors examined the influence blogging and Facebook had on interaction, i.e., the number of comments the learners posted outside of class. Student attitudes towards using these tools for written English were also measured through a survey based on the technology acceptance model (Davis, 1989). Twentythree students at a Japanese university participated in the study and were divided into a Facebook group (n = 14) and a blog group (n = 9) according to their classes. Both groups took part in a ten-week treatment consisting of weekly guided free-writings on their respective Web 2.0 applications. Pre-and post-tests were administered and nonparametric statistical tests were used to determine if any significant writing gains were made. It was found that students in both blogging and Facebook groups showed similar improvements in writing skills. However, blogging seemed to be more effective at promoting interaction and students who took part in this group retained more favorable attitudes on using blogging for L2 writing. It was concluded that Facebook may indeed present an environment where students can be distracted from more formal educational pursuits (e.g. Wang & Kim, 2014) even when they are in private Facebook groups, while blogging may support a more serious environment for improving L2 writing skills.

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“… Socials / actors: Els avatars permeten els estudiants definir la seva identitat digital i assumir un paper dins del món virtual. Els professors també han de crear la seva identitat digital i assumir el rol corresponent en aquest entorn de formació (Dwyer, Hiltz & Passerini, 2007;Tu et al, 2008). De la mateixa manera, les normes de funcionament i els patrons de comportament s'han de crear amb la finalitat d'assegurar l'èxit del procés d'ensenyamentaprenentatge.…”

Section: Jocs De Rol Multijugador Massius On-lineunclassified

Els entorns de simulació 3D per a la formació en competències transversals a la Universitat

Gonzalez

2015

UTE

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L’avenç de la tecnologia facilita la creació d’entorns virtuals de simulació que permeten recollir evidències dels resultats d’aprenentatge orientats a la formació per competències. En els entorns virtuals l’estudiant ha de tenir un paper actiu, ja que no només ha d’accedir als continguts sinó que ha d’interactuar amb l’espai de formació i mentre es desenvolupa el seu propi procés d’aprenentatge.

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Constructs for Web 2.0 learning environments: a theatrical metaphor

Cited by 61 publications

References 29 publications

The Use of Twitter Amongst Female Saudi EFL Learners

The Use of Twitter Amongst Female Saudi EFL Learners

Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

Els entorns de simulació 3D per a la formació en competències transversals a la Universitat

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