Integration of Web 2.0 Technologies into the Process of Students’ Self-Directed English Learning

Abstract

The recent study of the integration of Web 2.0 technologies effect on students' self-directed English learning and critical thinking skills updates the results and findings reported by the researches in this field. The purposes of this article is to analyze what constitutes the integration of Web 2.0 technologies into the process of students' self-directed English learning, to show what Web 2.0 tools can be used reasonably to intensify the students' motivation which results in the deliberate self-directed learning, and to elaborate upon various theories and researches concerning Web 2.0 technologies. The paper shows the real evidence of the development of foreign language communicative competences and skills including: reading, listening, speaking and critical thinking through such tools as podcasts, wiki and video online and offline, collaboration with one another in the form of peer review, self-reflection and making a blog. It was that concluded that it is necessary to develop and practice pedagogy and instructional strategy, along with the use of Web 2.0 technologies in order to achieve increased students' performance and efficiency of students' self-directed learning. It is to be emphasized that the specified problem needs further research to analyze the ways in fostering and benefiting student learning through Web 2.0 tools.

A Need Analysis Study: Do Students Really Want to Share Their Desks with Technology?

“…As stated by Keleş (2013) Web 2.0 apparatuses have a constructive outcome on the ELT understudies' English learning aptitudes and that they also trusted the Web 2.0 advancements had an impact in improving their English learning. What's more, Shishkovskaya and Sokolova (2015) brought up the effect of Web 2.0 advances, which contain diverse sorts of materials in the improvement of understudies' information and language relational abilities. The findings of current study and previous studies in the field resemble to each other in that EFL students seem to be of the opinion that rather than just learning the target language, technology will foster their learning processes.…”

Mobile Technologies for Education: Attitudes to Social Media

“…The results of this study are aligned with many studies in the field. In a study conducted by Shishkovskaya & Sokolova, 2015, having a variety of materials in increasing students' proficiency skills in language learning social media tools have been found to have a great impact. In another study carried out by Stevenson & Liu, 2010, an understanding of how users of language learning websites use them for learning and social purposes was tried to be explored.…”

Sahar Mostafa Mohamed Shalan: Developing a Web 2.0- Based Program for Enhancing Motivation towards Vocabulary Learning among Prep Stage Pupils

“…The effectiveness of web2.0 tools technology and social networks in EFL learning motivation has been discussed in different studies ( Genç & Aydın , 2010;Shishkovskaya & Sokolova ,2015;Tsiakyroudi ,2018;Wichadee , 2017). The previous review of studies illustrates that motivation is an essential factor to consider while learning a foreign language.…”

“…They increase students' motivation in classrooms because of the interactive nature of their activities. Indeed there is a positive relationship between the use of technology in EFL classes and the students' motivation in language learning (Genç & Aydın, 2010;Shishkovskaya & Sokolova ,2015;Tsiakyroudi ,2018 ;Wichadee, 2017).…”