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 |
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| 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| Abstract: | Language laboratories, developed in the 1970s under the influence of the Audiolingual Method, were superseded several decades later by computer-assisted language learning (CALL) work stations (Gündüz, 2005).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 |
| 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. |
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| ISSN: | 2327-3607 |
