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Language Learning: The Merge of Teletandem and Web 2.0 Tools
ARTICLE

, , , , Ashland University, United States ; , Universidade do Estado de Santa Catarina, Brazil ; , , 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 June 18, 2019 from .

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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