Web 2.0 and Second Language Learning: What Does t he Research Tell Us?

Abstract

This article reviews current research on the use of Web 2.0 technologies in second language (L2) learning. Its purpose is to investigate the theoretical perspectives framing it, to identify some of the benefits of using Web 2.0 technologies in L2 learning, and to discuss some of the limitations. The review reveals that blogs and wikis have been the most studied Web 2.0 tools, while others, such as social networking applications and virtual worlds, have been less frequently explored. In addition, the most commonly investigated languages have been English, Spanish, German, and French. Considerably less research has been conducted on applying Web 2.0 technologies to less commonly taught languages, such as Arabic, Chinese, or Russian. Additionally, the language learning environments afforded by Web 2.0 technologies have greatly broadened the scope of topics explored in computer-assisted language learning (CALL): from earlier research which tended to concentrate on the traditional four broad language skills, to more recent topics, such as learners' identities, online collaboration, and learning communities. Although very few studies surveyed have actually examined students' progress and learning outcomes associated with these tools, the most frequently reported benefit associated with Web 2.0 technologies is the favorable language learning environments they help to foster. Finally, this review found that much research on Web 2.0 technology and language learning is not clearly grounded in theory, and that a number of studies suffer from a set of common methodological limitations.

Teachers' attitudes towards Computer-Assisted Language Learning in Australia and Spain

“…Some studies carried out in the 1960s and 1970s, such as Barrutia (1964and 1970), or Gilman (1969, already showed a tendency to study the effectiveness of a certain CALL application in language teaching. This was also one of the main foci in the 1990s and in more recent years, as we can see in Blake (2000), Cahill and Catanzaro (1997), Chun (1994), Chun and Plass (1996), Davis and Lyman-Hager (1997), Derwing, Munro, and Carbonaro (2000), clac 57/2014, 3-44 bilbatua and herrero de haro: attitudes 9 González-Edfelt (1990), González-Bueno (2000), Grace (2000Grace ( ), kasper (2000, Lam (2000), Nagata (1996Nagata ( , 1997Nagata ( , 1998Nagata ( , 1999, Osuna (2000), and Van Handle and Corl (1999), and more recently, in Aydin and Genç (2011), in Heift and Schulze (2012: 28), and Wang and Vásquez (2012).…”

Profiling language learners in hybrid learning contexts: Learners’ perceptions

“…In further studies, a more restrictive approach is needed to allow larger comparisons with earlier studies (cf. Healey, 2016;Thomas & Peterson, 2014;Wang & Vásquez, 2012). We chose not to direct or limit the participants' responses too much in our questionnaires to survey their opinions.…”

Using Facebook to improve L2 German students’ socio-pragmatic skills

“…Due to the growing popularity of SNS such as Facebook, Twitter, Mixi, etc., increasingly also among university students in Japan (Russel, 2012), numerous studies have emerged, which point out the benefits of utilising such networks for L2 learning (Lomicka & Lord, 2009;Stevenson & Lui, 2010;Wang & Vasquèz, 2012;Kent & Leaver, 2014). Blattner & Lomicka (2012) attested higher levels of motivation, affective learning, and a positive classroom climate.…”