Language Learning: The Merge of Teletandem and Web 2.0 Tools
ARTICLE
Carla Abreu-Ellis, Jason Brent Ellis, Abbie Carle, Jared Blevens, Ashland University, United States ; Aline Decker, Universidade do Estado de Santa Catarina, Brazil ; Letícia Carvalho, Patrícia Macedo, Universidade Federal Rural do Rio de Janeiro, Brazil
Journal of Interactive Learning Research Volume 24, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
The following action research provides an overview of student’s perceptions of the incorporation of Web 2.0 technologies into in-tandem language learning activities. American and Brazilian college students were partnered in order to work in-tandem through pre-determined language activities using Web 2.0 technologies to learn a second language, prior to studying abroad. Findings indicated both advantages and pitfalls of incorporating Web 2.0 technologies from a learner centered perspective. Implications for program change included clear directives and protocols for text-based communications between peers and providing back-up options for students when technologies fail to work or are unavailable.
Citation
Abreu-Ellis, C., Ellis, J.B., Carle, A., Blevens, J., Decker, A., Carvalho, L. & Macedo, P. (2013). Language Learning: The Merge of Teletandem and Web 2.0 Tools. Journal of Interactive Learning Research, 24(4), 353-369. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved October 3, 2023 from https://www.learntechlib.org/primary/p/39333/.
© 2013 Association for the Advancement of Computing in Education (AACE)
Cited By
View References & Citations Map-
Studying the Effectiveness of an Online Language Learning Platform in China
Ryan Baker, University of Pennsylvania, United States; Feng Wang & Zhenjun Ma, Learnta Inc., China; Wei Ma, Institute of Statistics and Big Data, Renmin University of China, China; Shiyue Zheng, Teachers College Columbia University, United States
Journal of Interactive Learning Research Vol. 29, No. 1 (January 2018) pp. 5–24
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