Please use this identifier to cite or link to this item: http://ktisis.cut.ac.cy/handle/10488/8844
Title: Web 2.0 in Computer-Assisted Language Learning: a research synthesis and implications for instructional design and educational practice
Authors: Parmaxi, Antigoni 
Zaphiris, Panayiotis 
Keywords: Social technologies;Social media;Social networks;Lliterature review;Research synthesis;Pedagogy
metadata.dc.subject.category: Electrical Engineering - Electronic Engineering - Information Engineering
metadata.dc.subject.field: Engineering and Technology
Issue Date: Aug-2017
Publisher: Taylor and Francis
Source: Interactive Learning Environments, Volume 25, Issue 6, 18 August 2017, Pages 704-716
Abstract: his study explores the research development pertaining to the use of Web 2.0 technologies in the field of Computer-Assisted Language Learning (CALL). Published research manuscripts related to the use of Web 2.0 tools in CALL have been explored, and the following research foci have been determined: (1) Web 2.0 tools that dominate second/foreign language classroom; (2) learning/Second Language Acquisition theories that guide their use; (3) skills that Web 2.0 technologies support; (4) reported advantages and challenges in harnessing Web 2.0 tools; and (5) task design considerations. Findings of this study delineate how Web 2.0 tools are utilized in CALL and capitalize Web 2.0 features employed for different types of pedagogical activities. This paper argues that social technologies are valuable tools in the language classrooms but entail challenges regarding their theoretical and pedagogical alignment. The study concludes with some discussion and implications for instructional designers and practitioners.
ISSN: Print : 1049-4820
Online : 1744-5191
DOI: 10.1080/10494820.2016.1172243
Rights: © Informa Group plc
metadata.dc.type: Article
Appears in Collections:Άρθρα/Articles

Show full item record

Page view(s)

30
Last Week
1
Last month
3
checked on Oct 18, 2017

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.