Audience, Authorship, and Artifact: The Emergent Semiotics of Web 2.0

Warschauer, Mark; Grimes, Douglas

doi:10.1017/s0267190508070013

Cited by 149 publications

(105 citation statements)

References 30 publications

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“…The second-generation of Web, known as Web 2.0, has provided new ways of online communication (Warschauer & Grimes, 2007) with its exclusive tools for communication, interaction, and collaboration (Bennett et al, 2012). Web 2.0 concentrates on the extensive applications such as blogs, video sharing, social networking and podcasting to connect the users to web authoring rather than just making use of it (Anderson, 2007).…”

Section: Podcasting Technologymentioning

confidence: 99%

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

Rahimi¹,

Soleymani²

2015

ELT

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This study aimed at investigating the impact of mobile learning on EFL learners' listening anxiety and listening comprehension. Fifty students of two intermediate English courses were selected and sampled as the experimental (n=25) and control (n=25) groups. Students' entry level of listening anxiety was assessed by foreign language listening anxiety questionnaire and their listening comprehension was assessed by Key English Test (KET) prior to the study. For one semester the experimental group did their listening activities by using podcasts listened to on their mobile phones and/or portable digital media players. Meanwhile the control group used their desktop computers to do their listening activities. The results of data analysis showed that listening anxiety of the experimental group reduced significantly after the experiment. Further, a significant difference between the experimental and control groups' listening comprehension was found in favor of the experimental group at the end of the experiment.

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Section: Podcasting Technologymentioning

confidence: 99%

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

Rahimi¹,

Soleymani²

2015

ELT

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“…The next facilitating aspect of Web 2.0 in language learning is publication. It is argued that content creation and online self-publishing made easier through Web 2.0 broaden the range of possibilities for target language production (Sun, 2009;Şahin Kızıl, 2015;Warschauer & Grimes, 2007). Furthermore, the availability of audience owing to open-to-anyone nature of Web 2.0 leads language learners to be attentive in preparing and editing their linguistic production (Arslan & Şahin Kızıl, 2010).…”

Section: And Motivation (Mccarty 2009)mentioning

confidence: 99%

“…Moreover, annotated or hyperlinked language resources available in abundance in Web 2.0 tools are claimed to bring about effective search of input explanations, "thus increasing the possibility of input being processed and internalized" (Zeng, 2015 p.44). Overall, Web 2.0 technologies are considered to be promising in supporting and enhancing language learning practices through having revolutionary impacts on language learners (Warschauer & Grimes, 2007).…”

Section: And Motivation (Mccarty 2009)mentioning

confidence: 99%

Exploring EFL Learners' Use of Web 2.0 Tools: Preliminary Findings

Kızıl¹

2017

PAU J Soc Sci Ins

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The shift from 'read only web' to 'read and write' web has substantially changed the practices in the field of language education depending on the enormous potential of Web 2.0 technologies on language learning. However, understanding to what extent the language learners are aware of and proficient in using Web 2.0 tools remains a key consideration. Reporting on some preliminary results from a larger research project, this study aims to investigate the use of Web 2.0 tools by English as a Foreign Language (EFL) learners in their personal and educational life. Chosen through convenience sampling, the participants include 572 university level EFL learners. The data was collected through questionnaires and analysed using descriptive statistics. Suggesting a greater diversity with regard to the range and the proficiency in the use of Web 2.0 tools, the findings show that while established technologies such as searching for information or social networks are very popular among preparatory EFL learners, newer technologies including self-publishing and content creation tools are used by a rather small portion of the students.

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“…The first moment corresponds to the first generation web (Web 1.0) also called the read-only Web that spun around search engines and the connection of information (Thomas, 2008). By contrast, the second moment, marked by the development of the read/ write Web or Web 2.0, focuses on connecting people, different forms of user generated content, participation, collaboration, authorship, and interactivity (O'Reilly, 2005;Warschauer & Grimes, 2007). llws designed under the technological constraints of Web 1.0, such as the site I will describe in this study, mostly presented content with little opportunities for interaction between the owner of the site and its users, between users and content, and between users themselves.…”

Section: Language Learning Websites (Llw) In the Field Call/cmcmentioning

confidence: 99%

"Examining Language-Learning Websites: Discourses about Language, Learning, and Learners"

Valencia¹

2017

Folios

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Examen de las páginas Web sobre aprendizaje de idiomas.Discursos sobre lengua, aprendizaje y aprendices Avaliação dos sites de aprendizagem de línguas. Discursos sobre língua, aprendizagem e aprendizes. José Aldemar Álvarez Valencia 1 AbstractLanguage learning websites (llw) became a potential source of language learning since the emergence of the World Wide Web. Just as any instructional material, llws enact views of language, learning, and learners through their semiotic designs (content and structural design). The study is an attempt to explore these three dimensions by examining the structure and contents of Pumarosa, a llw, and by focusing on the meaning-making process of one female user of this virtual environment. This case study draws on elements of multimodal semiotics and other qualitative techniques of data collection such as interviews, screen recording of actions on the virtual environment, and stimulated recall. Results indicate that the views of language, learning, and the way users are positioned on the llw exert significant influence on the meanings that the participant makes of these concepts. KeywordsLanguage learning websites, call, multimodality, social semiotics, discourse ResumenLas páginas web de aprendizaje de idiomas se han convertido en una fuente potencial de aprendizaje de idiomas desde la aparición de la World Wide Web. Al igual que cualquier material pedagógico, estas páginas web promulgan visiones sobre la lengua, el aprendizaje y los estudiantes a través de sus diseños semióticos (contenido y diseño estructural). Este estudio es un intento por explorar estas tres dimensiones mediante el examen de la estructura y los contenidos de Pumarosa, una página web de aprendizaje de inglés, y se centra en los usos de una estudiante-usuaria de este entorno virtual. Este estudio de caso se fundamenta en los elementos de la semiótica multimodal y otras estrategias cualitativas de recolección de datos, tales como entrevistas, grabación de la pantalla de acciones en el entorno virtual, y recuerdo estimulado. Los resultados indican que las visiones sobre la lengua, el aprendizaje y la forma en que los usuarios son posicionados en la página web ejercen una gran influencia sobre los significados que la estudiante-usuaria construye alrededor de esos conceptos. Palabras clavePáginas web, aprendizaje de idiomas, call, multimodalidad, semiótica social, discurso ResumoOs sites de aprendizagem de línguas são uma fonte potencial de aprendizagem de línguas desde os inicios da World Wide Web. Como todo material pedagógico, esses sites divulgam visões sobre a língua, a aprendizagem e os estudantes através de suas concepções semióticas (conteúdo e concepção estrutural). Esse estudo visa explorar essas três dimensões avaliando a estrutura e conteúdos de Pumarosa, um site de aprendizagem de inglês, e concentra-se na experiência de uma estudante-usuária nesse entorno virtual. Esse estudo de caso baseia-se nos elementos da semiótica multimodal e outras estratégias qualitativas de coleta de dados, como entrevistas...

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Audience, Authorship, and Artifact: The Emergent Semiotics of Web 2.0

Cited by 149 publications

References 30 publications

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

Exploring EFL Learners' Use of Web 2.0 Tools: Preliminary Findings

"Examining Language-Learning Websites: Discourses about Language, Learning, and Learners"

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