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Second Language Acquisition: Implications of Web 2.0 and Beyond

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Title: Second Language Acquisition: Implications of Web 2.0 and Beyond
Language: English
Authors: Chang, Ching-Wen, Pearman, Cathy, Farha, Nicholas
Source: Critical Questions in Education. Sum 2012 3(2):52-64.
Availability: Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2012
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Elementary Education
Secondary Education
High Schools
Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Internet, Web 2.0 Technologies, Language Laboratories, Audiolingual Methods, Indexing, Language Teachers, Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers, Higher Education, College Faculty, Educational Technology, Electronic Publishing, Web Sites, Collaborative Writing, Discussion Groups, Computer Mediated Communication, Networks
ISSN: 2327-3607
Abstract: Language laboratories, developed in the 1970s under the influence of the Audiolingual Method, were superseded several decades later by computer-assisted language learning (CALL) work stations (Gündüz, 2005). The World Wide Web was developed shortly thereafter. From this introduction and the well-documented and staggering growth of the Internet and WWW, it is clear that the use of web-based instructional technology tools will continue to proliferate. Their use in foreign language or English as a Second/Foreign Language (ESL/EFL) instruction is no exception. Simon (2008) tells us "… many Web 2.0 applications are powerful socialization and communication tools. As such, they will have an incredible educational potential for foreign language instruction." This article provides a discussion of several of the most widely used Web 2.0 tools by K-12 foreign language teachers, ESL/EFL teachers, and higher education language departments. These tools continue to influence how today's educators perceive, define, and teach second language acquisition.
Abstractor: ERIC
Number of References: 42
Entry Date: 2014
Access URL: https://education.missouristate.edu/AcadEd/137629.htm
Accession Number: EJ1047008
Database: ERIC
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  Data: Second Language Acquisition: Implications of Web 2.0 and Beyond
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  Data: Language laboratories, developed in the 1970s under the influence of the Audiolingual Method, were superseded several decades later by computer-assisted language learning (CALL) work stations (Gündüz, 2005). The World Wide Web was developed shortly thereafter. From this introduction and the well-documented and staggering growth of the Internet and WWW, it is clear that the use of web-based instructional technology tools will continue to proliferate. Their use in foreign language or English as a Second/Foreign Language (ESL/EFL) instruction is no exception. Simon (2008) tells us "… many Web 2.0 applications are powerful socialization and communication tools. As such, they will have an incredible educational potential for foreign language instruction." This article provides a discussion of several of the most widely used Web 2.0 tools by K-12 foreign language teachers, ESL/EFL teachers, and higher education language departments. These tools continue to influence how today's educators perceive, define, and teach second language acquisition.
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 13
        StartPage: 52
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Internet
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      – SubjectFull: Web 2.0 Technologies
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      – SubjectFull: Language Laboratories
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      – SubjectFull: Indexing
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      – SubjectFull: Elementary Secondary Education
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      – TitleFull: Second Language Acquisition: Implications of Web 2.0 and Beyond
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