The potential of Web 2.0 to influence new approaches to language acquisition is enormous. Language instruction now faces both new opportunities and challenges as a result of the development of social media, which enables L2 learners to take an active role in a learner community.
Beginning at the turn of the twentieth century, technology has played a part in language learning. The capacity to expose language learners to the real world through recorded media (radio, cinema, tape) was considered innovative at the time, but it was also a challenge to teachers who saw their job as information suppliers (Cuban, 1986). The availability of resources for language learners has increased thanks to podcasts and video-sharing apps in the modern era, but new technologies also hold the potential to alter teaching procedures. The ability to access these resources independently has allowed students to no longer be dependent on their teachers to provide them with educational materials. By watching their own L2 videos on a video-sharing website, listening to their preferred podcast, reading and commenting on a blog of their choosing, or participating in these activities, L2 learners can fully immerse themselves in the target language (Alm, 2007b, 2007c). L2 learners are theoretically given the opportunity to participate to and join a learning community that they themselves help to create thanks to the Web 2.0 defining "architecture of participation" (O'Reilly, 2005, Akamai vs. BitTorrent, para. 3). As well as changing the roles of teachers and students, Web 2.0 has the potential to increase the involvement of language learners in the learning process. The usage of Web 2.0 in the classroom can result in these changes, which is what this chapter explores.
There is always a chance to reexamine how we approach education in light of new technologies. It's possible that the technology will itself inspire new modes of instruction and learning, opening up fresh directions for future study. According to Warschauer (2000), the three major theories of education—behaviorism, constructivism, and cognitivism—could be applied to the setting of language learning while the computer industry was simultaneously developing. The use of computer programs to help language learning methods has increased during the past 30 years. But with the development of the Internet, technology's place in education has evolved. The widespread usage of the Internet among people in general and its suitability for communication have an impact on educational needs and shape educational practices. "It is no longer merely a matter of using e-mail and the Internet to assist teach English, as I said in my first book five years ago," said Warschauer in 2000. "It is now a matter of teaching English to help people learn to write and use the Internet" (New Contexts, para. 3).
George Siemens may be the most passionate supporter of the growing awareness of the impact of technology on education. The impact of technology on our daily lives, interpersonal interactions, and educational processes is unparalleled, according to Siemens (2004). Siemens contends that traditional learning theories are no longer relevant since "technology is modifying (rewiring) our brains" (Introduction, para. 4). He blends "principles investigated by chaos, network, complexity, and self-organization theories" in his own theory of connectivism (Connectivism, para. 24).
Levy (2007) pleads for continuity while Siemens urges a shift from traditional learning methods. He contends that existing theoretical, pedagogical, and curriculum frameworks should be taken into account when researching emergent CALL: "It is vital to make links with existing CALL practice using prior research studies associated with the language skills or areas, and relevant theories of learning and acquisition" (p. 188).
Learner autonomy is a key component of effective L2 learning, and Web 2.0 facilitates the development of environments that encourage autonomous L2 learning. Research in this field can build on well-established theoretical frameworks for second language acquisition (Holec, 1981; Benson, 2001) or be influenced by disciplines close by, like activity theory (Blin, 2004) or self-determination theory (Alm, 2007a), and provide fresh perspectives on L2 teaching and learning.
Beginning at the turn of the twentieth century, technology has played a part in language learning. The capacity to expose language learners to the real world through recorded media (radio, cinema, tape) was considered innovative at the time, but it was also a challenge to teachers who saw their job as information suppliers (Cuban, 1986). The availability of resources for language learners has increased thanks to podcasts and video-sharing apps in the modern era, but new technologies also hold the potential to alter teaching procedures. The ability to access these resources independently has allowed students to no longer be dependent on their teachers to provide them with educational materials. By watching their own L2 videos on a video-sharing website, listening to their preferred podcast, reading and commenting on a blog of their choosing, or participating in these activities, L2 learners can fully immerse themselves in the target language (Alm, 2007b, 2007c). L2 learners are theoretically given the opportunity to participate to and join a learning community that they themselves help to create thanks to the Web 2.0 defining "architecture of participation" (O'Reilly, 2005, Akamai vs. BitTorrent, para. 3). As well as changing the roles of teachers and students, Web 2.0 has the potential to increase the involvement of language learners in the learning process. The usage of Web 2.0 in the classroom can result in these changes, which is what this chapter explores.
There is always a chance to reexamine how we approach education in light of new technologies. It's possible that the technology will itself inspire new modes of instruction and learning, opening up fresh directions for future study. According to Warschauer (2000), the three major theories of education—behaviorism, constructivism, and cognitivism—could be applied to the setting of language learning while the computer industry was simultaneously developing. The use of computer programs to help language learning methods has increased during the past 30 years. But with the development of the Internet, technology's place in education has evolved. The widespread usage of the Internet among people in general and its suitability for communication have an impact on educational needs and shape educational practices. "It is no longer merely a matter of using e-mail and the Internet to assist teach English, as I said in my first book five years ago," said Warschauer in 2000. "It is now a matter of teaching English to help people learn to write and use the Internet" (New Contexts, para. 3).
George Siemens may be the most passionate supporter of the growing awareness of the impact of technology on education. The impact of technology on our daily lives, interpersonal interactions, and educational processes is unparalleled, according to Siemens (2004). Siemens contends that traditional learning theories are no longer relevant since "technology is modifying (rewiring) our brains" (Introduction, para. 4). He blends "principles investigated by chaos, network, complexity, and self-organization theories" in his own theory of connectivism (Connectivism, para. 24).
Levy (2007) pleads for continuity while Siemens urges a shift from traditional learning methods. He contends that existing theoretical, pedagogical, and curriculum frameworks should be taken into account when researching emergent CALL: "It is vital to make links with existing CALL practice using prior research studies associated with the language skills or areas, and relevant theories of learning and acquisition" (p. 188).
Learner autonomy is a key component of effective L2 learning, and Web 2.0 facilitates the development of environments that encourage autonomous L2 learning. Research in this field can build on well-established theoretical frameworks for second language acquisition (Holec, 1981; Benson, 2001) or be influenced by disciplines close by, like activity theory (Blin, 2004) or self-determination theory (Alm, 2007a), and provide fresh perspectives on L2 teaching and learning.
