Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English

[EN] As the use of Web 2.0 proves to be beneficial in foreign language learning contexts, this quantitative study focuses on the use of Web 2.0 tools for the development of communication skills in English, specifically in higher education. In order to investigate the participants’ perceptions, 341 undergraduate students and 70 faculty members from Portuguese higher education institutions responded to an online survey. They were asked to associate a list of Web 2.0 tool types to the communication skills they believed that could be developed in English language learning.The general results from both groups show that video sharing tools (for listening and speaking) and presentation tools (for reading and writing) are the ones that the respondents consider to be mostly used in class. A deeper analysis allows us to identify other tools that are mostly used in face-to-face and distance learning contexts and we suggest this list can work as a guideline for faculty members in their practice.This article reports research developed within the PhD Program Technology Enhanced Learning and Societal Challenges, funded by Fundação para a Ciência e Tecnologia, FCT I. P. – Portugal, under contracts # PD/00173/2014 and # PD/BD/128449/2017.Chagas, L.; Pedro, N. (2021). Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English. The EuroCALL Review. 29(2):2-10. https://doi.org/10.4995/eurocall.2021.13120OJS210292Bower, M. (2015). A typology of Web 2.0 learning technologies. Educause (47), 763-777. https://doi.org/10.1111/bjet.12344Bueno Alastuey, M. C. (2011). Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom. Computer Assisted Language Learning, 24(5), 419-432. https://doi.org/10.1080/09588221.2011.574639Cardoso, S., Cavalheiro, L. & Branco, J. (2018). The use of technology for English language learning and teaching: some examples. In L. Cavalheiro (Org.), Preparing English Language Teachers for Today's Globalized World (pp. 159-176). Ribeirão - V. N. Famalicão: Edições Húmus.Fattah, S. F. E. S. A. (2016). The Effectiveness of Using Blogs as an Independent Learning Tool to Develop Reading Skills for University Students. Journal of Education and Practice, 7(32), 65-73.Gerhards, J. (2014). Transnational linguistic capital: Explaining English proficiency in 27 European countries. International Sociology, 29(1), 56-74. https://doi.org/10.1177/0268580913519461González Otero, R. (2016). Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era. Dublin: Research-publishing.net, 83-92. https://doi.org/10.14705/rpnet.2016.tislid2014.424Gonzalez-Vera, P. (2016). The e-generation: the use of technology for foreign language learning. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era. Dublin: Research-Publishing.net, 51-61. https://doi.org/10.14705/rpnet.2016.tislid2014.421Gruba, P. (2018). Technology for Teaching Listening. In J. I. Liontas. The TESOL Encyclopedia of English Language Teaching (pp. 1-5). Wiley Online Library. https://doi.org/10.1002/9781118784235.eelt0442Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. Calico Journal, 30(2), 163-178. https://doi.org/10.11139/cj.30.2.163-178Kemp, C., Li, P., Li, Y., Ma, D., Ren, S., Tian, A., Wang, D., Xie, L., You, J., Zhang, J., Zhu, L. & Zhuang, H. (2019). Collaborative Wiki Writing Gives Language Learners Opportunities for Personalised Participatory Peer-Feedback. Shaping Future Schools with Digital Technology, 147-163. https://doi.org/10.1007/978-981-13-9439-3_9Le, T. (2018). Voice Recording in second language outside the classroom: Process and product. Journal of NELTA, 23(1-2), 129-141. https://doi.org/10.3126/nelta.v23i1-2.23357Levak, N., & Son, J. B. (2017). Facilitating second language learners' listening comprehension with Second Life and Skype. ReCALL, 29(2), 200-218. https://doi.org/10.1017/S0958344016000215Nobre, A., & Relvas, M. D. J. (2015). Avaliação alternativa digital da oralidade "Em Qualquer Lugar do Mundo". In T. Cardoso, A. Pereira & L. Nunes. Avaliação e tecnologias no ensino superior (pp. 38-51). Lisboa: Universidade Aberta.Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: A taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905-931. https://doi.org/10.1080/09588221.2018.1465982Shen, H., Yuan, Y., & Ewing, R. (2015). English learning websites and digital resources from the perspective of Chinese university EFL practitioners. ReCALL, 27(2), 156-176. https://doi.org/10.1017/S0958344014000263Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4), 401-412. https://doi.org/10.1093/elt/ccw117Venkatesh, V., Croteau, A. M., & Rabah, J. (2014). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. In 2014 47th Hawaii international conference on system sciences, 110-119. Washington: IEEE Computer Society. https://doi.org/10.1109/HICSS.2014.22Walker, A., & White, G. (2013). Technology Enhanced Language Learning: connecting theory and practice-Oxford Handbooks for Language Teachers. Oxford: Oxford University Press. https://doi.org/10.1093/elt/cct069Wilkinson, M. (2016). Language learning with ICT. In W.A. Renandya & H.P. Widodo (Eds.), English Language Teaching Today, English Language Education, Vol. 5 (pp. 257-276). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-38834-2_18Zou, B., Wang, D., & Xing, M. (2016). Collaborative tasks in Wiki-based environment in EFL learning. Computer Assisted Language Learning, 29(5), 1001-1018. https://doi.org/10.1080/09588221.2015.112187

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Perceptions of Instructors on Using Web 2.0 Tools in Academic English Courses

It is impossible to imagine a university instructor who does not make use of the internet today. The internet provides not only quick access to reliable research data but also certain programs that teachers can tailor to use in their own specific contexts and to interact with their students in practical ways. There might still be resistance to learning new technologies and adapting to them even in the most ‘modern’ work environments even among the relatively younger teachers. The aim of this study was to explore the ELT instructors’ perspectives on the use of Web 2.0 technologies in university level academic English skills courses in an English-medium university, and to test whether a year-long regular training program made a difference in their perceptions and practice of the use of Web 2.0 tools in their teaching. 21 instructors from Middle East Technical University were offered regular training sessions on the practical uses of certain Web 2.0 tools such as, the Google Drive, Google Sheets, Google Slides, Google Docs, Google Forms, Kahoot, Mysimpleshow, Poll Everywhere, Nearpod, Mentimeter, Edpuzzle, and QR codes. A pretest and posttest to explore the instructors’ knowledge of and attitudes towards Web 2.0 tools were administered before and after the series of training sessions to see if there were any significant changes. Also, follow-up interviews were carried out with the instructors who participated in the sessions to obtain a deeper insight into their perspectives. Both the questionnaire and the interview results revealed that there were significant changes in these instructors’ attitudes towards the use of Web 2.0 tools

The Panhellenic Project: assessing learning engagement using Web 2.0 technologies

High attrition rates have been a consistent occurrence among online learners, creating the challenge of how to design online instruction for the type of learning that encourages student engagement. With new technologies constantly evolving, the question becomes how educators can use these new web-based applications to engage students and possibly resolve the problem of high attrition among online learners? The purpose of this study was to assess the level of learning engagement through student participation in The Panhellenic Project, an instructional design model that integrated constructivist learning principles with Web 2.0 technologies. Additionally, the usefulness of structured orientations to the Web 2.0 technologies and the effectiveness of these technologies was also investigated. Using a mixed-methods case study design, The Panhellenic Project was framed around a collaborative group activity where undergraduate students worked in teams with the task of creating a three-dimensional virtual ancient Greek Parthenon and one ancient Olympic game event within the Second Life virtual world. A project wiki was established for student-participants to research sports history as well as share knowledge, information and resources. An informational blog with project resource information was developed as a Second Life learning reference. Multiple sources were used to capture data including the Survey of Student Engagement, pre- and post-project questionnaires, and electronic discourse analysis of wiki posts and Second Life chat transcripts. Research finding showed that the majority of the student-participants were engaged in The Panhellenic Project and that learning had occurred over the length of project implementation. The structured orientation and training sessions were perceived as effective in connecting theoretical and practical knowledge, though not effective for teaching students to use the Second Life virtual world. Overall, the level of difficulty experienced in learning the application influenced student-participant perceptions about the effectiveness of the Web 2.0 technologies used in this study. Further, analysis of the data revealed that the participants consistently demonstrated constructivist learning activities through interaction with other learners, collaborative teamwork and the sharing of multiple perspectives as they completed The Panhellenic Project

Emerging technologies as cognitive tools for authentic learning

Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education unit over two full iterations, using a design-based research approach. This paper describes the pedagogical context of the intervention, the methodology used, and it presents an analysis of themes emerging from the data relating to the use of emerging technologies

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Emergent Technology And The Millennial Generation: Examining The Perceptions Of Students And Implications For Instruction In Higher Education

The objective of this research was to determine students‘ perception of technology in higher education. The study participants were recruited from two institutions of higher learning: a small private women‘s historically black college (School A) consisting of about 740 students and a large public historically black university (School B) consisting of about 10,000 students, both located in a single mid-sized metropolitan area in the southeastern United States