SURVEY lit review (as of 3/23/13, 9pm)
Name
Dave
Group
Red
Bibliographic information
Summary
Lin, C. (2007). English for specific
programs (ESP), with and without
computer-assisted language learning
(CALL), for Taiwanese college
students. Lynn University. ProQuest
Dissertations and Theses, 193.
Dave
Red
Vandewaetere, M., & Desmet, P.
(2009). Introducing psychometrical
validation of questionnaires in CALL
research: The case of measuring
attitude towards CALL. Computer
Assisted Language Learning, 22(4),
349-380.
This article investigates the effectiveness of Computer Assisted Language
Learning (CALL) within a program of English for Specific Purposes (ESP)taken
by college-aged students in Taiwan. The research was done in a variety of
contexts concerning ESP where factors such as learners’ characteristics, sociocultural and national individuality of primary language, instructor
characteristics, instructional design uniqueness and the environment for
learning played a key role in the results. As seen in the abstract of the paper,
the correlation design of the study seeks to explain the relationship between
background demographic and attitudinal characteristics, as well as
instructional learning environment and ESP course satisfaction, and the
use/implementation of a CALL-centered approach to instruction. Overall, it
appears that among the participants tested, there was a strong preference for
a course instructed without CALL.
The research carried out in this paper seeks to validate and make more
reliable the data currently being collected by CALL researches—this is done by
accounting for the psychometrical properties of attitudes towards CALL. The
aim, then, of the research is to introduce a methodological approach to
“develop an empirically-based and psychometrically-sound instrument to
measure the attitude towards CALL…”. According to this paper, too often
researchers develop questions they assume to be reliable and representative
of the answers they seek to find, but a more standard procedure for validating
and measuring attitudes towards CALL is needed.
Name
Dave
Group
Red
Bibliographic information
Summary
Pu, M. (2009). An investigation of the
relationship between college chinese
EFL students' autonomous learning
capacity and motivation in using
computer-assisted language learning.
Dissertation Abstracts International, A:
The Humanities and Social Sciences,
2350-2350.
As the introduction of this article states, its purpose is to examine the
relationship between students’ autonomous learning capacity and motivation
in using CALL. The research data was primarily collected by way of three
questionnaires regarding students’ autonomous learning capacity, motivation
and language proficiency. At least in the Chinese language classroom where
English is taught, the traditional non-CALL approach is highly favored. Highly
autonomous students were shown to have a higher motivation to classroom
work in general (CALL or not) than were the other students. This study, as well
as many others, shows to some extent the role the primary language/sociocultural characteristics play in attitudinal differences towards CALL.
Benjamin
Orange
Benjamin
Orange
Joinson, A. (2008). ‘Looking at’,
‘Looking up’ or ‘Keeping up with’
people? Motives and uses of
Facebook. CHI 2008 ProceedingsOnline Social Networks. Florence, Italy.
Abeele, M. V. and Roe, K. (2011).New
life, old friends: A Cross-cultural
comparison of the use of
communication technologies in the
social life of college freshmen. Young
19(2): 210-240.
Benjamin
Orange
Joinson's study involves a two-part survey of Facebook users to determine
why they use Facebook. The highest reported use was for the social
connection aspect, with the sharing/viewing of photographs as another
common use. This relates to the Orange topic of personal use as this was
strictly personal use of Facebook, not educational.
Abeele and Roe take a cross-cultural look at how American and Flemish
college freshmen use communication technologies (phone, text, e-mail, IM)
to communicate with their pre-college friends and new friends. While the
results of this specific survey may not be totally relevant to this project, it
may be important to consider the cultural background of students when
conducting the survey, as exchange students here may exhibit different
technology use patterns than American students. Even among Americans,
those coming from out-of-state may differ from in-state students.
This study by the Pew Research Center traces how college students used the
Internet in 2002. Over a decade old, this study reveals that college students
are more likely to e-mail, download music, and instant message others than
non-college students. The study also shows that many college students
primarily use the Internet to communicate socially, though only 10% noted
entertainment as being the primary usage of the Internet. The study does
examine academic use, so other groups may benefit from this study. I looked
at this study mostly because it would be interesting to do a comparative
study to see if any usage patterns have changed over the last 11 years.
Jones, S. (2002). The Internet goes to
college: How students are living in the
future with today's technology. Pew
Internet & American life project.
http://www.pewinternet.org,
accessed 12 March 2013.
Name
Diana
Group
Orange
Diana
Orange
Diana
Orange
Drew
Orange
Bibliographic information
Summary
Kennedy, G., Dalgarno, B., Gray, K.,
Judd, T., Waycott, J., Bennett, S., ... &
Churchward, A. (2007). The net
generation are not big users of Web
2.0 technologies: Preliminary findings.
In ICT: Providing choices for learners
and learning. Proceedings ascilite
Singapore 2007 (pp. 517-525).
Tootoonchian, A., Gollu, K. K., Saroiu,
S., Ganjali, Y., & Wolman, A. (2008,
August). Lockr: social access control
for web 2.0. In Proceedings of the first
workshop on Online social networks
(pp. 43-48). ACM.
This article presents a project gathering information on how individuals use
Web 2.0 technologies, specifically social networking, to share information and
data. The text recognizes flaws presented by the current state of Web 2.0
data sharing and presents a solution: a new networking service called Lockr
that allows one to combine all their social profiles and control the levels of
access provided to each individual connected to his/her webspaces.
Singla, P., & Richardson, M. (2008,
April). Yes, there is a correlation:-from
social networks to personal behavior
on the web. In Proceedings of the 17th
international conference on World
Wide Web (pp. 655-664). ACM.
O’Reilly,T., & Battelle, J. (2009). Web
squared: Web 2.0 five years on. Web
2.0 Summit.
This article explores the idea that perhaps the "Net Generation" is not as
familiar with Web 2.0 technologies as has been assumed. The results show
that while the participants do use technology frecuently, they are overall very
unfamiliar with Web 2.0 concepts such as wikis and blogs. Most had not used
these resources, and some had even not heard of them. The researches imply
that more information must be sought before assuming that Web 2.0 can be
successful in the classroom.
This article examines how social networking with Web 2.0 affects personal
relationships. Those who engage in online instant messaging are more likely
to share interests and increase their number of shared interests as they
interact. These similarities showed a decrease with increasing average time
spent per message (re: those who communicated less rapidly shared fewer
interests).
This article looks at the current state (four years ago) of Web 2.0 and
examines what is the trend driving current developments. The authors
recognize crowdsourcing as one of the key motivators of web 2.0
developments, as well as the harnessing of metadata, and the increasing links
between the physical and internet world (via sensors, GPS, tracking) and
notes finally areas in which Web 2.0 developments still lag behind
(healthcare, finance, energy ecosystem).
Name
Drew
Group
Orange
Bibliographic information
Summary
Al-Ali, S., & Gunn, C. (2013). Students
and Teachers Expectations of Web 2.0
in the ESL Classroom: Do They Match?.
Study in English Language Teaching,
1(1), p156.
Drew
Orange
Andrea
Yellow
Andrea
Yellow
Odundo, Elijah N., "The Unintended
Consequences of Social Media on
Media-raised Generation" (2012).
Research Papers. Paper
231.http://opensiuc.lib.siu.edu/gs_rp/
231
Mark Warschauer and Douglas
Grimes. “Audience, Authorship, and
Artifact: The Emergent
Semiotics of Web 2.0.”Annual Review
of Applied Linguistics (2007) 27, 1–23.
Haya Ajjan, Richard Hartshorne
“Investigating faculty decisions to
adopt Web 2.0 technologies: Theory
and empirical tests.” Internet and
Higher Education 11 (2008) 71–80.
In this article, the authors considers ELLs’ personal use of digital web based
technologies and whether these technologies can be successfully applied
within language learning pedagogy. While the article is explicitly about
pedagogy, they give a nice review of the definition of Web 2.0, a number of
ways in which Web 2.0 technologies are being used currently (offering a
different perspective from the United Arab Emirates), as well as speculations
about their future use.
Inthis Master’s thesis, the author describes the extent of the use of social
media by today’s digital natives, giving many examples, and lays out the
“unintended consequences” that these technologies can have on those who
don’t understand fully how they operate and pull users in.
This article analyzes the semiotic and linguist interaction of three types of
Web 2.0 media- blogs, wikis, and social network sites- in order to evaluate
how these technologies reshape concepts of audience, authorship, and
artifact in linguistics.
The purpose of this study was to assess faculty's awareness of the potential of
Web 2.0 technologies as useful learning tools. The researchers used the
decomposed theory of planned behavior (DTPB) as the theoretical
foundation. In this article’s results, among the Web 2.0 media tools, blogs
were the most favored in terms of improving student writing. In terms of
increasing student-student interactions, social networks were seen as the
most beneficial. Likewise, social networks seemed to increase student
satisfaction in courses. Wikis were also considered a useful tool. However, the
actual faculty use of these technologies did not correlate with the foreseen
benefits. The majority of respondents do not currently use Web 2.0 tools in
their courses and have no plans to use them in the near future.
Name
Andrea
Group
Yellow
Bibliographic information
Summary
Robert J. Blake. “New Trends In Using
Technology In The Language
Curriculum.”Annual Review of Applied
Linguistics (2007) 27, 76–97. Printed.
Carol
Yellow
Malhiwsky, Dallas R. (2010). "Student
Achievement using Web 2.0
Technologies: A Mixed Methods
Study" DigitalCommons@University
of Nebraska - Lincoln
http://goo.gl/gS7FR
This article reviews the benefits offered by online language courses by
focusing on the importance of providing a pedagogical framework for the
diverse tasks and activities to be carried out throughout the course. The
article also examines different types of distance learning environments and
comments on the advantages and downfalls of each of them. Additionally it
discusses the obstacles produced by teachers’ lack of training in the use of
technology in the classroom.
The researchers conducted a mixed methods study to investigate student use
of Web 2.0 technologies and to establish the impact of these tools for L2
leaners of Spanish at a community college. Community college students were
chosen for the study also because they are generally not the informants for
such studies and they may not have extensive knowledge of, or access to,
web technologies. Also, since many students of this demographic only enroll
in language classes with the intention of transferring to a four-year university,
they may have no specific interest in continuing their language studies
(motivation). Participants included beginning and intermediate students
involved in online classes using Web 2.0 tools and those in traditional
classrooms without Web 2.0 technologies. The quantitative portion of the
test used pretests and posttests to assess student achievement; it also
examined, as reported by the students, connectedness, classroom
community, and learning. The qualitative segment explored the ways in which
the students use Web 2.0 for language learning along with their perceptions.
The results indicated that those using Web 2.0 had a greater sustained
positive change in scores, level of community and connectedness. Difficulties
reported by students included accessibility, information overload, distraction
and difficulties with the technology.
Name
Carol
Group
yellow
Bibliographic information
Summary
Wu, Pinying & Hsu, Liwie. (2011). "EFL
learning on social networking site?: An
action research on Facebook"
http://tlvconf.files.wordpress.com/20
11/04/tlv-paper-wu.pdf
Carol
Yellow
Oakley, Carol. (2011). “The Impact of
Web 2.0
Technology in the Asian LOTE”
http://www.eduweb.vic.gov.au/edulib
rary/public
/LOTE/ictpdreport.pdf
This study investigates the influence of social networking sites on EFL
learners. The participants are forty-three freshman English majors at a
university in Taiwan. The goal of this three month action research was to
monitor the students’ Facebook activity (in English) within a community of
interest (CoI) and determine if this type of interaction improves the EFL
learner’s language performance. The majority of the participants had actively
used Facebook for more than one year. Facebook was chosen for the study
because of its popularity in Taiwan. The students formed their CoI on their
own. Structured interviews and observation were used in the study. The
interview questions were based upon the reviewed postings and the
interviews were recorded and, subsequently, transcribed. The results showed
that Facebook is popular because it keeps the students continuously engaged.
The students increased their English vocabulary, confidence communicating
in English and motivation toward language learning. They enjoyed interacting
with fellow students in English.
The intent of this survey was to determine the extent of student learning
using Web 2.0 technologies in Australian languages other than English (LOTE)
classrooms. The students are learners of Asian languages. A mixed methods
approach was used in the collection of data from principals, teachers and
students; the respondents represented 51 schools. The study period was two
years. Results indicate that the classrooms became more student-centered
than they had previously been. Teachers believed that their students’ work
was of a higher quality and that they were more confident in their production
(speaking, reading and writing) of the L2. Students shared their instructors’
perception and indicated that they enjoyed using the technologies more than
the teacher-centered instruction in the previous classroom.
Name
Samantha
Group
Yellow
Bibliographic information
Summary
Why Web 2.0 is Good for Learning and
for Research: Principles and
Prototypes Carsten Ullrich Shanghai
Jiao Tong University Shanghai, 200030,
China
This article focuses on the importance of the usage of Web 2.0 in the
classroom in terms of creativity and the amount of data available, among
other aspects. It also focuses on the advantages of Web 2.0 in terms of
research, meaning that researchers are now able to further their findings
based on existing Web 2.0 services and the accessibility of divers information.
The authors concluded that the use of technology in the classroom has a very
optimistic future as long as educators continue focusing on the needs of
students, particularly when introducing new forms of technology in the
classroom.
Samantha
Yellow
Social software and participatory
learning: Pedagogical choices with
technology affordances in the Web
2.0 era
This article focuses on the importance of integrating social software tools in
the classroom. McLoughlin and Lee conclude that social softwares such as
blogs, wikis and media sharing allow learners to be more creative and
selective while learning. Students are more in control of their learning which
ultimately motivates them to excel in their studies because they are more
interested in their work. It also allows students to collaborate in their learning
which helps them develop their social skills while focusing on their main goals
in a project.
Catherine McLoughlin
School of Education (ACT) Australian
Catholic University
Mark J.W. Lee
School of Education Charles Sturt
University
Name
Samantha
Group
Yellow
Bibliographic information
Summary
Web 2.0, Synthetic Immersive
Environments, and Mobile Resources
for Language Education
This article focuses on the advantages and disadvantages of using Web 2.0
tools and various forms of online immersive worlds in the classroom in order
to improve second language acquisition. In this article, these tools are
referred to as Synthetic Immersive Environment, or SIEs, which are basically
online worlds where students have characters and are able to interact with
other virtual characters. The main advantages of SIEs mentioned in this article
were that students get a better understanding of their roles and identities,
students have more of an emotional connection to what they are saying, and
it is an authentic practice. The main disadvantage of SIEs was that some
people excelled while communicating online, however they did not
necessarily have the proper communicative skills in the real world.
Julie M. SykeS
University of Minnesota
AnA OSkOz
University of Maryland Baltimore
County
Sophia
Yellow
Sophia
Yellow
Steven l. thOrne
The Pennsylvania State University
Blake, R. (2000). Computer mediated
communication: A window on L2
Spanish interlanguage. Language
Learning & Technology, 4 (1), 120-136.
Aguilar Stewart J (2010). Using ejournals to assess students’ language
awareness and social idendity during
Study Abroad.
The focus of this study is to analyze the discourse produced in a chat window,
(the more expanded RTA options with sound and shared whiteboards) and
how that might have a significant effect on language learning compared to
other chat programs . This study demonstrates that CMC tasks produces
similar benefits to those of oral discussions without the temporal and spatial
constraints imposed by the classroom.
This entry in the TIFLE wiki as part of the literature review for academic use of
Web 2.0 technology in academic setting will detail how e-journals can be a
way to develop the writing skills of those students involved in foreign
language study abroad programs. E-journals are proposed here as a means of
following students’ progress and the factors that may be affecting their
learning in the study abroad context. Based on the results stated on this
study, there was a definite link between students’ development of writing
skills, in particular their use of past tenses and their e-journaling.
Name
Carlos
Group
Green
Bibliographic information
Summary
Sleesongsom, Worawan, and Suksan
Suppasetseree. "Chatting for
Improving English Speaking Skills in a
Thai Context." FLLT Journal: 106.
Carlos
Green
Ritchie, Mathy, and Catherine Black.
"Public Internet Forums: Can They
Enhance Argumentative Writing Skills
of Second Language Learners?."
Foreign Language Annals45.3 (2012):
349-361.
This study investigates the effect of chatting has on speaking skills in a first
year EFL class at the university level in Thailand. Students would chat three
times a week for fifty minutes at the time and take a pre and a post speaking
test of about seven minutes each. The topics chosen for the chat sessions
were taken form the class's textbook and there were no native speakers or
outsiders involved in this study. After ten weeks, students presented a
considerable improvement in the pre and post speaking tests in terms of
number of sentences produced and number of correct sentences (vocab and
grammar) produced, so they spoke both more and more accurately. What's
more, the post tests (after chatting) presented better results than the pretests each and every time. Students also felt their language and typing skills
had improved and that they had had more fun learning a foreign language
and a higherconfidence.
In this article the researchers introduced the use of public Internet discussion
forums in a third year composition course to see if that would help achieve
the argumentative writing skills goals that were set for this study. The results
show that participation in the forums had a positive influence on students’
argumentative skills. The forums forced them to choose a topic, read about it,
obtain different points of view, and develop their own, therefore entering a
community of practice where language accuracy was important. Students felt
that it was beneficial to their intercultural competence and that it had a
positive impact on their confidence to use their second language because
they were able to interact with native speakers. Some of the problems they
encountered were the lack of interactivity that forums present compared to
other platforms and the difficulty of choosing a topic of interest. Students also
mentioned that there was no way of knowing how many people had read
their entries and how they had reacted to them.
Name
Carlos
Group
Green
Bibliographic information
Summary
Chartrand, Robert. "Social networking
for language learners: Creating
meaningful output with Web 2.0
tools." Knowledge Management & ELearning: An International Journal
(KM&EL)4.1 (2012): 97-101.
Gretchen
Green
Fuente, Maria J. "Is SLA Interactionist
Theory Relevant to CALL? A Study on
the Effects of Computer-Mediated
Interaction in L2 Vocabulary
Acquisition" CALL 16.1 (2003): 47-81
Gretchen
Green
Ranalli, Jim. "Learning English with the
Sims: exploiting authentic computer
simulation games for L2 learning" CALL
21.5 (2008): 441-455
This article makes reference to the vast amount of resources that can be
found on the Internet and the importance of motivational factors at the time
of producing language through Web 2.0 tools (social networks and podcasts in
this case). A web-based learning environment could promote constructivist
learning to take place. The author mentions Swain's output hypothesis that
claims that the act of producing language will greatly improve the chances of
acquiring it. Student's use and experimentation with the language is an
integral part of the learning process according to the author. He does not,
however, provides any studies to validate his ideas.
This study examines whether or not computer mediated interaction produces
the same amount of negotiation of meaning as face-to-face communication.
It looks at several different types of interaction (input only, input and output,
and input and forced output) in order to determine whether CMC allows
students to notice the gap to the same extent and whether or not CMC helps
students to notice and acquire the same amount of L2 vocabulary. It
concludes that synchronous CMC promotes the conditions necessary to foster
L2 vocabulary acquisition because there is not turn-taking competition, the
interaction is entirely text-based, and there are no non-verbal cues to assist in
negotiation. The study is useful because it helps us to know what kind of
interaction produces the most meaningful input and output in CMC.
This study examines the possibility of combining commercial computer games
in this case The Sims, and online vocabulary exercises in order to help
students learn L2 vocabulary. It posits that because The Sims contains a large
variety of everyday vocabulary (relating to activities, household objects,
personalities, etc) it could be helpful for lower level learners. The study also
used a survey to test students' attitude towards the use of such games for
class. The study tested acquisition of thirty words chosen from a list of
frequently used words within the game. It found that vocabulary scores
increased significantly for those students playing the Sims and the students
indicated on the survey that they found the game to be motivating and fun.
This study contributes to our project because it shows that students are open
to the use of such games and that they create an input-rich environment in
which to learn.
Name
Gretchen
Group
Green
Bibliographic information
Summary
Zapata, Gabriela & Nuria Sagarra.
"CALL on Hold: The delayed benefits of
an online workbook on L2 vocabulary
learning" CALL 20.2 (2007): 153-171
Jennifer
Blue
International Journal of Teaching and
Learning in Higher Education 2008,
Volume 20, Number 1, 10-27
http://www.isetl.org/ijtlhe/ ISSN
1812-9129
The Three P’s of Pedagogy for the
Networked Society: Personalization,
Participation, and Productivity
Catherine McLoughlin
Australian Catholic University
Mark J. W. Lee
Charles Sturt University
This study compared the long-term effects of online and paper vocabulary
workbooks. The study was conducted over the course of 2 semesters during
which students received regualr assignments and were quizzed on vocabulary
twice each semester. The first two tests showed no significant difference
between the scores of students who used online and paper workbooks. The
tests administered during the second semester, however, showed
significantly higher scores for those students using an online workbook.
Although the study does not discuss student output, it is useful because it
confirms the advantages of using computerized input to aid in L2 vocabulary
acquisition.
The authors have adopted an innovative learning paradigm that the authors
call Pedagogy 2.0, teaching and learning strategies can enable greater
engagement of learners in shaping the education they receive through
participatory choice, personal voice, and ultimately, “co-production.” Mostly
looks at student perspectives on social media and on Participation vs.
Acquisition.
Name
Jennifer
Group
Blue
Jennifer
Hanner
Blue
Bibliographic information
Undergraduate Perceptions of the
Usefulness of Web 2.0 in
Higher Education: Survey
Development
Swapna Kumar
University of Florida, Gainesville, USA
swapnak@ufl.edu
Summary
Recent research has highlighted how teaching and learning can benefit from
the inclusion of Web 2.0
applications like blogs, wikis, and social bookmarking in higher education.
However, there is insufficient empirical
evidence to support the discipline-specific usefulness of certain new
technologies over others. This paper reports
on the development of a pilot survey that assesses undergraduates’ use and
their perceptions of the usefulness
plaza.ufl.edu/swapnak/ecel09Kumar.p of Web 2.0 technologies in higher education.
df
The term ‘Web 2.0’ was deemed by participants as problematic and not
commonly understood by undergraduates. They suggested the use of the
term ‘new technologies’ and specific
names of applications, e.g. Facebook instead of ‘social networking’.
Online discussions or blogs, audio or video podcasts of classroom lectures,
and collaborative document sharing (Google Documents) were found to be
the most useful technologies across disciplines. Students’ prior use of new
technologies in on-campus courses greatly influenced their perceptions of
their usefulness in higher education.
Evaluating the Integration of
The article reports on student performance in French for listening, speaking,
Technology and Second Language
reading, and writing skills, and on their cultural knowledge. Findings indicate
Learning
that the students in the treatment group performed equally well as the
Vol 17, No.2 (January 2000)
control group in listening and speaking and better on reading and writing
achievement measures. The study also includes findings regarding student
Bonnie Adair-Hauck, Ph.D.University
motivation, anxiety, and perceptions on meeting the language learning goals
of PittsburghLaurel Willinghamstudents set for themselves. The results may be interpreted that it is both
McLain, Ph.D.Duquesne
feasible and desirable to integrate, in principled ways, TELL activities into the
UniversityBonnie Earnest Youngs,
language learning curriculum.
Ph.D.Carnegie Mellon University
Name
Travis
Group
Blue
Travis
Travis
Blue
Blue
Bibliographic information
Summary
Olsson, T., & Svensson, A. (2012).
Producing prod-users: Conditional
participation in a Web 2.0 consumer
community. Javnost - The Public,
19(3), 41-58. Academic Search
Complete, EBSCO host (accessed
March 11, 2013).
Although this article is not oriented to education, it does raise an interesting
question about the quality and quantity of user participation in general.
Throughout the article, Olsson and Svensson outline the blind spot in
academic literature to identify and describe the role that social media
producers have on user participation and behaviors. In so doing, they critique
the strategic choices made by social media producers to “steer users’
opportunities to participate” (56) and thus “commodify” users toward
marketing and advertisement (47). Furthermore, the authors claim that, with
some social media, for example, the Swedish website Moderskeppet,“the
participatory opportunities that users are offered … are in fact pseudoparticipatory” (55). In other words, some social media producers have
created situations where users believe they are offered more opportunities to
participate freely and they are in sole control of their participatory behaviors.
Nevertheless, the article is careful not to characterize the phenomenon too
broadly but instead hopes to illustrate one example in which “web 2.0
technologies (just like any other technology) can be perfectly used in a topdown non-participatory way” (Carpentier 2010, cited in Olsson & Svensson
2012: 56) and to exemplify a necessity for researchers to not accept
uncritically the benefits of Web 2.0 on user participation.
I have included this source only as encouragement to consider (1) student
perceptions of the quality and quantity of their participation with Web 2.0
technologies outside the classroom and (2) the greater social impact—
positive and negative alike—that a technology may have on students. As
educators and researchers, we must be careful to introduce students to Web
2.0 technologies in an ethical and conscientious manner.
Name
Yanina
Group
Blue
Bibliographic information
Summary
McLoughlin, C. & Lee, M. J. W. (2007).
Social software and participatory
learning:Pedagogical choices with
technology affordances in the Web 2.0
era. In ICT: Providing choices for
learners and learning. Proceedings
ascilite Singapore 2007.
http://www.ascilite.org.au/conference
s/singapore07/procs/mcloughlin.pdf
Mcloughlin and Lee deal with developing 2.0 technologies in the class to allow
more learners’ control over the learning process. This article is relevant
because we are dealing with participation and if we give students more
freedom to learn they may choose to participate more freely.
Yanina
Blue
Thompson, J. 2007. Is Education 1.0
ready for Web 2.0 students?. Innovate
3 (4).
http://www.innovateonline.info/index
.php?view=article&id=393
Thompson's article deals with the importance of adapting education to new
students needs. While educators still teach using old resources and expect
students to participate and show motivation, they need to understand that
students have evolve along with technology and adapt to those changes.
Yanina
Blue
This article tries to show how new 2.0 technologies are implemented at
university level. It's relevant because our survey will be conducted at
university level and because the study compares students and professors use
of technology for educational purposes.
JeanMichael
Purple
Haya Ajjan, Richard Hartshorne (2008).
Investigating faculty decisions to adopt
Web 2.0 technologies: Theory and
empirical tests
University of North Carolina at
Charlotte. Internet and higher
education 11. (2008) 71-80
Ornstein,Jacob, Ralph W. Ewton, Jr.,
and Theodore H.
Mueller. Programmed Instruction and
Educational Technology in the Lan~ua@e Teaching Field.
Series: Language and the Teacher,
Philadelphia:
Center for Curriculum Development,
1971, ix + 190. Paper.
The study of Ornstein and others was to initiate the technology in classroom.
A great deal of harm did take place from the Armed Services and
Government. Base on the study some people believe that the programmed
instruction was antagonistic.
Name
JeanMichael
Group
Purple
Bibliographic information
Summary
Direct Approaches in L2 Instruction: A
Turning Point in Communicative
Language Teaching?
1. MARIANNE CELCE-MURCIA1,
2. ZOLTÁN DÖRNYEI2,
3. SARAH THURRELL2
Article first published online: 4 JAN
2012
DOI: 10.2307/3587979
1997 TESOL International Association
Issue
Article by Rebecca Oxford, Language
Learning Styles and Strategies:
Concepts and Relationships
University of Maryland
Two approaches or two methods are important in communicative language
teaching. One approach can be indirect: in which conversational competence
and another approach, which involves planning a conversational
programme... in fluent conversation. The direct approach is related to
teaching grammar and conversational skills. The authors found out from the
past ten years there is a shift that raise a lot of questions.
JeanMichael
Purple
Kelsea
Purple
McAndrew, Amanda. "Learning Styles
and Web 2.0: Is There Any
Connection?" ASSETT RSS. University
of Colorado Boulder, 10 Aug. 2009.
Web. 17 Mar. 2013.
Kelsea
Purple
Huang, Wenhao D. "Correlating
College Students' Learning Styles and
How They Use Web 2.0 Applications
for Learning | SUN JOO YOO Academia.edu. University of Illinois at
Urbana -Champain, 2008. Web. 17
Mar. 2013.
As Oxford states: "learning style is an overall pattern that provides broad
direction to learning and makes the same instructional method beloved by
some students and hated by others". Thus, so strategy must be suita or
relates well to the second language to be effective and links to other relevant
strategies.
The article talks about the relationship between learning styles and Web 2.0
technologies. They used the theorgy GSD (Gregorc Style Delineator) to
categorize learning styles into four different categories: Concrete-Sequential
(CS), Abstract-Sequential (AS), Abstract Random (AR), and Concrete-Random
(CR). From there, they took a look at how students in each category preferred
to use Web 2.0 tools. They made a chart with specific preferences, such as AS
learners have the least positive attitude towards Wikis. They concluded by
saying it is important to factor in learning styles when discussing Web 2.0
technologies.
The article talks about learning styles using the GSD. They did a study using
blogs, wikis, online video & audio conferencing tools, and social virtual
environment to study the correlation between learning styles and web 2.0
tools. They created a survey using a 7-point Likert scale relating to the
following topics: performance expectancy, effort expectancy, attitutde, social
influence, and anxiety. They used 108 undergraduate students for their
survey and found that students with different learning styles do in fact utilize
Web 2.0 technologies for different learning purposes.
Name
Kelsea
Group
Purple
Bibliographic information
Summary
Olaniran, Bolanle A. "Culture, Learning
Styles, and Web 2.0." PBWorks.
Routledge, Dec. 2009. Web. 17 Mar.
2013.
Stephanie
purple
Raschio, Richard. (1990). The role of
cognitive style in improving
computer/assisted language learning.
Hispania, 73(2), 535-541.
Stephanie
purple
Chen, Pi-Ching. (2003). EFL student
learning style preferences and
attitudes toward technologyintegrated instruction. UMI
Dissertations Publishing: University of
South Dakota, ProQuest.
This article discussing learning styles and culture, as related to Web 2.0
technologies. The author explores how different cultures are "high context
and power distant." The article also talks about written vs. oral traditions of
learning and how certain countries and cultures tend to emphasize one of
another. The author talks about how learners' choice in method of instruction
is also key in their ability to choose to learn and attain information.
This article describes an experiment (both qualitative and quantitative)
designed and intended to understand student learning styles in a foreign
language classroom using CALL. It looked at 62 beginner Spanish students; the
experimental group used CALL materials for an identical lesson (to the control
group). Students took a test (GEFT) to label them in terms of cognitive style as
'field dependent' or 'field independent'. The researcher was interested in
reaction question results for learners of each learning style type, plus their
achievement scores. No significant results for either achievement or attitude
among learning style types. Those labeled 'field dependent' in learning style
least like CALL for Spanish indirect objects.
This is a study of learning style and learner attitudes toward technology in EFL
classrooms in Taiwan. It revealed three results: [surveys given to S's assessed
their styles through the ILS and their attitudes through the SETA and then
looked for significant relationships] most students surveyed were of the style
'active, intuitive, verbal and global' and the rest were 'reflective, sensing,
visual and sequential'. Most surveyed were positive toward technology in the
FL classroom. Further, "the results showed that the students who preferred
the 'active, intuitive, verbal and global' styles expressed positive attitudes
toward tech-integrated EFL instruction."
Name
Stephanie
Group
purple
Bibliographic information
Summary
Sheard, Judithe. (2003).
Accommodating learner diversity in
web-based learning environments:
Imperatives for future developments.
International Journal of Computer
Processing of Oriental Languages,
16(4), 243-260.
Wilinski
Purple
Cognitive Style and ICT Mediated
Testing: Listening Comprehension and
Speaking Ability in L2. France Boutin &
Chris Chinien. University of Manitoba.
Canada.
The authors explore the use of web-based learning environments for
university students looking at students' affective responses which varied
based on familiarity, skills and confidence, and preferred learning style. The
authors utilize a social constructivist framework to explain why this should be
and call for change in practice to be more sensitive to variety among learners.
They note the differing results among previous studies of the impact of
learning style on learning outcomes; they say that there are more studies
looking at the impact on behavior and usage patterns than on learning
outcomes.
The cognitive style dimensions field dependent/independent (FD/FI) has
being identified as relevant to achievement differences. FD individuals like to
have people around them, focus more on social cues, use their interpersonal
skills and prefer to work collaboratively. Field Independent persons have a
sense of autonomy and independence and learn better when content is
abstract. In classroom, they tend to be self-reliant and focus more on
analytical subjects. Not all studies conclude the same. For instance, Luk
(1998) analyzed the relevance of these dimensions in L2 learning and found
that ‘FI students outperformed FD learners on grammar tests, compositions,
multiple choice tests, […] and oral communication exercises. Johnson, Prior &
Artuso (2000), , indicated that FD learners performed better than FI students
on communicative activities. While FD students outperformed FI learners in
listening, FI students have better chances when they approach vocabulary
and sentence structure, reading and writing.
Oxford et al (2005) states that FI learners require structured basis for their L2
learning and they may not be comfortable ‘creating’ communicatively with
the language unless and until they can use logical reasoning to analyze the
language’ (9). FD students, on the other hand, may ‘participate directly into
communicative activities; Instead of explicit feedback on grammatical
precision, such students often prefer contextualized clues about how to use
forms appropriately’ (9).
Name
Wilinski
Group
Purple
Bibliographic information
Summary
Cognitive Styles and Distance
Education. Yuliang Liu.Online Journal
of Distance Learning Administration,
Volume II, Number III,
Wilinski
Purple
Cognitive Style.
http://en.wikipedia.org/wiki/Cognitive
_style
Kristie
White
Warschauer, M (1996). Motivational
Aspects of Using Computers for
Writing and Communication. In Mark
Warshauer (Ed.), Telecollabortaion in
Foreign Language Learning:
Proceedings of the Hawai'i
Symposium. (Technical Report #2) (pp.
29-46). Honolulu, Hawai'i: University
of Hawai'i, Second Language Teaching
& Curriculum Center.
.
In this article, Liu (1999) discusses the stability of cognitive styles across tasks
and over time. Therefore, they are resistant to training and change. Then, the
article explores many strategies that should be followed to match the
teaching style with the students’ cognitive styles, and the instructional
materials.
Riding (1991) created a two-dimensional cognitive style model which (CSA:
(Cognitive Style Analysis) which represents four dimensions related to how
people approach information. Two orthogonal axes are represented by
holistic and Analytic dimensions and by Verbal and Imagery dimensions.
This model has been used to see how information has been represented in
the memory during thinking. This model was used to measure responses
times to different types of stimulus items to see how information could be
represented. However many scholars say that this model actually measures
mix of cognitive style and cognitive ability. The article also mention other
models that have been used to measure cognitive styles.
Warschauer's empirical study measures the motivational aspects of
technology in the L2 classroom, specifically focusing on the following major
categories: communication, empowerment, learning, and achievement. 167
university students from three different geographical locations (Hong Kong,
Taiwan, and the United States) completed a survey that asked them to rate
statements related to technology in the classroom on a 5 point Likert scale.
The statement that received the overall highest rating on the scale was,
"Learning how to use computers is important for my career." Other top
responses included, "I enjoy seeing the things I write printed out" and "I enjoy
using the computer to communicate with people around the world" (35).
Although the researcher acquired positive responses from students from all
three locations, he also notes that more research needs to be conducted to
affirm these results.
Name
Kristie
Group
White
Bibliographic information
Summary
Gurrie C., Johnson, M. What Are They
Doing on Those Cell Phones? Bridging
the Gap to Better Understand Student
Cell Phone Use and Motivations in
Class. Florida Communication Journal
[serial online]. Fall 2011; 39(2): 11-21.
Available from: Communication &
Mass Media Complete, Ipswich, MA.
Accessed March 17, 2013.
Kristie
White
Fisher, B. K. & Katt, J. A. (2007). The
Effects of Online Instructor Immediacy
Behaviors on Student Motivation.
Florida Communication Journal, 35(2),
100-111.
Martha
White
Ducate, L., Lomicka Anderson, L., &
Moreno, N. (2011). Wading Through
the World of Wikis: An
Analysis of Three Wiki Projects.
Foreign Language Annals, 44(3), 495524.
This study surveyed 321 university students to examine their cell phone usage
during classes. The students were given an Internet survey that included both
open and closed-ended questions. These questions inquired specifically about
individual frequency, purpose, and attitude of/toward cell phone usage in the
classroom. 91.9% of participants admitted to using their phones in class, and
74.9% of them use their devices for social networking. The authors suggest
that Millennial students (those between the ages of 18 and 23) desire
immediacy in their relationships, meaning that they desire personal,
communicative relationships. Although more research must be conducted,
the authors believe that the students may be receiving more immediacy
through social networking than through interactions with their professors.
Fisher & Katt developed a hypothetical online course with two different
versions. One version included language from the instructor that inspired
immediacy between the student and teacher (meaning more personalized
communication, such as using "you" instead of "one" to address the students)
and another with communication that did not inspire immediacy. 126
undergraduate students were assigned to one of the courses and completed a
scale survey that addressed their motivations and feelings toward the
hypothetical class. Although the authors expected the students to respond
more positively to the course with immediate language, they did not find an
meaningful difference between the two groups.
This study focused on the use of wikis in three ways (micropedia, branching
story, pre-reading) with three different languages (French, Spanish, German).
The authors investigated the type of collaboration that wikis lead to and the
students’ perception of the wiki work. Based on the results, the students
enjoyed working with the tool overall and they learned a lot. However there
were some students that would have preferred to work alone and did not
enjoy the necessity of working with other less-dedicated students. This,
however, is an issue regardless of whether or not technology is the tool at
hand for any group project. The use of wikis did motivate the students to use
the L2, but it does not appear that it was so motivational that they will
continue to work in the L2 with wikis.
Name
Martha
Group
White
Bibliographic information
Summary
Neva, C., Landa-Buil, M., Carter, B-A.,
& Ibrahim-Ali, A. (2010)
Telecollaboration in Spanish as a
Foreign Language in Trinidad. Ikala,
Revista de Lenguaje y Cultura, 15(24),
75-102.
Martha
White
Schuetze, U. (2010). Motivation to
Write Online: Chats and Forums.
German as a Foreign Langauge,
(1), 3-24.
The main focus of this project was to see the effects of tandem partnerships
in regards to motivation to learning about the target language (English and
Spanish) and culture (Colombia and Trinidad), and learner autonomy. Of the
three research questions, the first one specifically asked, “What was the
influence of the tandem project on students’ motivation towards the target
language?” (Neva, Landa-Buil, Carter & Ibrahim-Ali, 2010, p. 82). A mixture of
university and adult learners contributed to this study, totaling 33
participants. Each of them filled out a background questionnaire, participated
in an e-mail relationship with native Spanish speaker (journals), and
completed a final questionnaire about the project overall. The end result was
very positive as “learners agree (n =17) or strongly agreed (n = 11) that they
felt more motivated to keep learning Spanish after the project” (Neva et al.,
2010, p. 90). They felt that working with native speakers either with e-mail,
Skype, Messenger, etc. was a positive experience that encouraged them to
continue their studies. This study is proof that technology can serve as a
motivation tool in learning a language.
The main focus of the study was to study learners’ motivation in L2 (German
and English) writing by comparing chat and forum usage by the same
students. The study did not prove that motivation was increased, which could
be due to the shortness of the study (4 weeks), the inability to form
relationships with the students in Germany, and the odd hours kept during
the study. Additionally neither technological tool proved more motivating or
effective, again which could be due to the study’s duration. With some
careful restructuring of this study, mostly in regards to the study’s duration, I
feel that this study could prove that motivation is increased with use of chats.
The students did remark that they were enthusiastic and engaged in the
chats, but they did not participate in enough chats for it to make an actual
impact.
Name
Rachele
Group
White
Bibliographic information
Summary
Connolly, T.M., Stansfield, M., &
Hainey, T. (2011). An alternate reality
game for language learning: ARGuing
for multilingual motivation. Computers
& Education, 57 (1), 1389-1415.
Rachele
White
Shih, R,-C. (2011) Can Web 2.0
technology assist college students in
learning English writing? Integrating
Facebook and peer assessment with
blended learning. In J. Waycott & J.
Sheard (Eds), Assessing students' Web
2.0 activities in higher education.
Australasian Journal of Educational
Technology, 27 (Special Issue, 5), 829845.
This study investigated the role of alternate reality games (ARGs) in
motivating secondary school students to learn a foreign language. ARGs, or
online interactive games that tell a story or solve a problem have mainly been
used in the fields of marketing & entertainment. More recently, they have
been used in the field of education. In 2009, students in 28 schools and 17
European countries used Tower of Babel (ARG) at home and at school for 10
days to learn a second language. The results from the questionnaires were
positve for motivating the students to learn the target language. Connolly
stated that young adults already use this type of platform for communicating
on a personal basis, so educators need to take advantage of that and examine
its use for educational purposes.
This study focused on the effect of using Facebook and peer assessment in a
college level English writing class through a blended teaching approach. The
approach included classroom instruction, Facebook, and peer assessment.
The study group consisted of 23 students in an English writing class at a
university in Taiwan. Students were put into 3 groups according to their
proficiency levels. Participants were given 7 writing tasks and instructed to
review and comment on other group members' work. According to
questionnaires and student interviews given at the end of the semester,
students felt that facebook increased their interest & motivation.
Interestingly, students also said they felt more confident and motivated in
their writing when they received the "like" icon from their classmates for
their writing tasks. Finally, students were more likely to participate in the
tasks because of the popularity of the Facebook platform and also the user
friendly nature.
Name
Rachele
Group
White
Shannon
white
Shannon
white
Bibliographic information
Popescu, E. (2010, August). Students'
Acceptance of Web 2.0 Technologies
in Higher Education: Findings from a
Survey in a Romanian University. In
Proceedings of the 2010 Workshops on
Database and Expert Systems
Applications (pp. 92-96). IEEE
Computer Society
Summary
This study looks at students' attitudes about the use of web 2.0 technologies.
They were given two questionnaires in order to examine their opinions. Out
of the 36 students enrolled in the computer science course at the University
of Craiova, Romania, 30 students completed both questionnaires. Students
were divided into 7 teams with the tasks of using a blog to communicate with
their classmates, keep track of the progress of the project, and reflect on their
learning experience. A wiki was used to gather and organize their
information, as well as provide a space for collaborative writing. Results from
the questionnaires stated that 53.33% of the students listed increased
motivation & interest as a main role fulfilled by blogs, and 30% of the
students listed that role for wikis.
Morton, H., & Jack, M. (2010). Speech Morton and Jack (2010) studied leaner’s attitudes towards using a speechinteractive computer-assisted
interactive CALL program where users can talk to virtual characters in the
language learning: A cross-cultural
target language. They studied both motivation to learn the target language
evaluation. Computer Assisted
and motivation to use the CALL program. The researchers found a difference
Language Learning, 23(4), 295-319.
in motivation in the two groups, one of students studying French in Scotland
and one studying English in China. After introducing the CALL program, the
EFL students’ motivation, which the researchers concluded to be intrinsic in
pre experimental tests, increased while the French students’ motivation,
which was extrinsic, did not.
Shafeeq, C. P. (2011). CALL and
Shafeeq (2011) compares students’ achievement levels in CALL and non-CALL
students' achievement: An educational methods, in gender and in giftedness, and studies learner motivation and
study. Language in India, 11(11), 673- autonomy, all based on English language learners in India. The researcher
693.
concludes that CALL significantly improves achievement for English language
learners, especially if they are not gifted, but not necessarily if they are gifted.
There is no difference in achievement of girls and boys, and finally, learners
show more motivation using CALL because of the autonomy that is not
available in traditional methods.
Name
Shannon
Group
white
Bibliographic information
Summary
Wehner, A. K., Gump, A. W., &
Downey, S. (2011). The effects of
second life on the motivation of
undergraduate students learning a
foreign language. Computer Assisted
Language Learning, 24(3), 277-289.
Meskill, Carla and Anthony, Natasha.
"Form-focused Communicative
Practice via CMC: What the Language
Learners Say" CALICO Journal 25.1
(2007): 49-78
Wehner et. al. (2011) studied undergraduate Spanish students’ motivation in
relation to the virtual world Second Life. The study compared a group of
students using a traditional curriculum to a group who used Second Life and
found that the second group experienced increased motivation to learn the
language. The researchers also found that anxiety levels of the students using
Second Life were lower.
This study examined high-beginning and low-intermediate learners of
Russian, and their uses of / reactions to a required asynchronous CMC
component of their Russian Language classes. Reported advantages for this
type of activity include the opportunity for both students and instructors time
to reflect and make corrections to both form and fluency. Students reported a
high degree of satisfaction and enjoyment with the topics chosen, and the
activity overall.
This study examined the advantages and problems related to using
multimedia technology in an advanced French listening comprehension
course. It explored experiences of both instructors and students, and
investigated the reactions of students to the use of multimedia listening
activities (along with audio and video listening activities). In a survey
administered at the end of the term, the majority of students ranked the
video format (watching together as a class, on a big screen) as their first
preference. Multimedia activities were second (with technological difficulties
sited by some as causing dissatisfaction), and audio, last.
This study (conducted at Akdeniz University in Turkey) investigated the role of
technology on the motivation of EFL learners. The survey used was composed
of 15 questions, and was administered to 350 students (186 male, 164
female). There were three response choices for each question: “Agree”
“Neutral” and “Disagree”. Results to the survey were presented with male
and female responses divided. These results showed that all students were
motivated by the use of technology in the classroom, but that females were
significantly more motivated than males.
Sherrie
White
Sherrie
White
Weinberg, Alysse. “Student
Satisfaction When Implementing
Multimedia in an Advanced French
Listening Comprehension Course”
CALICO Journal 19.2 (2002): 333-357
Sherrie
White
Binnur, (no first name given). “Effect
of
Technology on Motivation in EFL
Classrooms” Turkish Online Journal of
Distance Educaiton-TOJDE 10.4 (2009):
Article 9