CALL for autonomy, competency and relatedness: Motivating language learning environments in Web 2.0

Alm, Antonie

doi:10.29140/jaltcall.v2n3.30

Cited by 64 publications

(37 citation statements)

References 5 publications

(1 reference statement)

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“…Such a trend matches the three essential characteristics of the Web 2.0 technology, namely, personalisation, interactivity and collaborative content building (Millard & Ross, 2006). Web 2.0 offers affordances that can be designed as learning environments, enabling writers to become part of an active learning community (Alm, 2006;Franklin & Van Harmelen, 2007).…”

Section: Web 20 Technology and Wiki For Collaborative Writingmentioning

confidence: 99%

A blended collaborative writing approach for Chinese L2 primary school students

Wong

Chen

Chai

et al. 2011

AJET

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Blended Learning is not a new term in Open and Distance Learning (ODL), which has been used with increased frequency in both academic and corporate circles since the beginning of the last century. However, the study on Chinese as a second language (L2) teaching and learning with the application of Blended Learning Theory is still relatively rare. This paper outlines a blended collaborative teaching and learning Model for whom learning Chinese as second language (L2) based on the network platform (ynou.myechiese.com) independently designed by Yunnan Open University. This paper will share some trends and issues that are highly relevant to Chinese as a second language (L2) teaching and learning based on network platform. To accomplish the goal, this paper will address three important questions related to Blended Learning: First, What is the exact definition of Blended Learning in this study? Why a Chinese learner who learns Chinese as a second language (L2) might pick Blended Learning over other learning options? How the current blended collaborative teaching and learning model exist? Discussion on the above problems is based on practice, so this study is an applied research, which might play an important revelation and significance for the application of Open and Distance Learning (ODL) in Chinese as a second language (L2) teaching and learning.

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Section: Web 20 Technology and Wiki For Collaborative Writingmentioning

confidence: 99%

A blended collaborative writing approach for Chinese L2 primary school students

Wong

Chen

Chai

et al. 2011

AJET

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“…Smith, 2000;Lowe & Williams, 2004;Bloch, 2007), and doing so seems to "stimulate investment… and engagement" and is seen as public and "playful" (Lowe & Williams, 2004). Many studies have suggested that blogging may increase learner interaction, autonomy, and fluency (Pinkman, 2005;Alm, 2006). While blogs have become extremely popular in L2 writing classes, to the author's knowledge, no studies have examined social bookmarking, which could become the reading equivalent to blogging.…”

Section: Social Bookmarking Sites For Ermentioning

confidence: 99%

Using social bookmark sites for independent reading projects

Prichard¹

2010

JALTCALL

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Using the internet and new technologies may change the way L2 instructors implement independent reading projects. While traditionally students have read printed material and recorded what they read on paper, having students read articles on the internet and share what they have read using online social bookmarks has several potential advantages. Using social bookmarks could increase learner interaction and could lead students to find more interesting and relevant articles. Social bookmarking could also assist the instructor in managing the out-of-class reading. This paper discusses and evaluates a project where a university-level L2 reading class in Japan read articles on the internet and summarized the content on a group bookmark page. Though there were some difficulties in the project, the results confirmed many of the potential benefits of social bookmarking.

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“…Both teacher‐ and learner‐made computer visuals are quite extensively reported in Computer‐Assisted Language Learning literature, for instance, filming interviews (Gromik, 2006; Hanson‐Smith & Marzio, 2006), soap operas (Alm, 2006, 2008) or mini‐documentaries (Brooke, 2003), creating storyboard projects (Hazzard, 2006), authoring podcasts and vodcasts (Stanley, 2006), designing digital stories (Alexander & Levine, 2008; Banaszewski, 2002; Skinner & Hagood, 2008; Tendero, 2006). Such student‐made digital assets are used to present to their classroom peers for discussion and feedback.…”

Section: Introductionmentioning

confidence: 99%