Web 2.0 has a lot of potential to influence novel approaches to language acquisition. For language teaching, the creation of a social network that enables L2 learners to take an active role in a learner community brings up new possibilities and poses new obstacles.
Technology has played a part in language acquisition since the beginning of the 20th century. The capacity to expose language learners to the real world through recorded media (radio, cinema, tape) was hailed as innovative at the time, but it was also a challenge to those teachers who considered their position as information suppliers (Cuban, 1986). In addition to expanding the number of resources available to language learners today, podcasts and video-sharing apps have the potential to alter teaching procedures. Students may now access these resources on their own, whereas in the past they had to rely on their lecturers to provide them with educational materials. By watching their own L2 videos on a video-sharing website, reading and commenting on a blog of their choosing, or listening to their favorite podcast, L2 learners can immerse themselves in the target language (Alm, 2007b, 2007c). In theory, L2 learners are able to contribute to and join a learning community that they themselves help to build thanks to the Web 2.0's "architecture of participation" (O'Reilly, 2005, Akamai vs. BitTorrent, para. 3). Web 2.0 has the power to revolutionize traditional teaching methods, the relationship between teachers and students, and the level of participation of language learners. This chapter explores how incorporating Web 2.0 into the classroom can result in these changes.
New technologies give a constant chance to reexamine established educational procedures. Technology itself may inspire new teaching strategies and provide new learning avenues, which could result in new research topics. The parallel growth of the three main educational theories—behaviorism, cognitivism, and constructivism—as well as computer development has been demonstrated by Warschauer (2000) to be applicable to the setting of language learning. Over the past 30 years, computer programs have supported various language learning strategies more and more. However, the introduction of the Internet has altered the function of technology in education. The general population's widespread usage of the Internet and its suitability for communication have an impact on educational needs and influence educational methods. In his first book, published five years ago, Warschauer (2000) noted that "it is no longer only a matter of using e-mail and the Internet to assist teach English, but also of teaching English to help people learn to write and utilize the Internet" (New Contexts, para. 3).
The influence of technology on education is becoming more widely acknowledged, and George Siemens may be its ardentest supporter. According to Siemens (2004), technology has an unparalleled impact on our lives, how we interact with others, and how we learn. According to Siemens' assertion that "technology is modifying (rewiring) our brains" (Introduction, para. 4), conventional learning theories are no longer relevant. "Principles studied by chaos, network, complexity, and self-organization theories" are all incorporated into his own theory of connectivism (Connectivism, para. 24).
Levy (2007) urges continuity while Siemens promotes a shift from traditional learning strategies. When researching emergent CALL, he contends that it is important to take into account the existing theoretical, pedagogical, and curriculum frameworks: "It is crucial 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).
Successful L2 learning depends heavily on learner autonomy, and Web 2.0 encourages the development of environments that encourage this type of learning. Theoretical frameworks for second language acquisition that have been established (Holec, 1981; Benson, 2001) may serve as the foundation for this research, or it may draw from disciplines that are close by, such as activity theory or self-determination theory (Blin, 2004; Alm, 2007a), to offer fresh perspectives on L2 teaching and learning.
Technology has played a part in language acquisition since the beginning of the 20th century. The capacity to expose language learners to the real world through recorded media (radio, cinema, tape) was hailed as innovative at the time, but it was also a challenge to those teachers who considered their position as information suppliers (Cuban, 1986). In addition to expanding the number of resources available to language learners today, podcasts and video-sharing apps have the potential to alter teaching procedures. Students may now access these resources on their own, whereas in the past they had to rely on their lecturers to provide them with educational materials. By watching their own L2 videos on a video-sharing website, reading and commenting on a blog of their choosing, or listening to their favorite podcast, L2 learners can immerse themselves in the target language (Alm, 2007b, 2007c). In theory, L2 learners are able to contribute to and join a learning community that they themselves help to build thanks to the Web 2.0's "architecture of participation" (O'Reilly, 2005, Akamai vs. BitTorrent, para. 3). Web 2.0 has the power to revolutionize traditional teaching methods, the relationship between teachers and students, and the level of participation of language learners. This chapter explores how incorporating Web 2.0 into the classroom can result in these changes.
New technologies give a constant chance to reexamine established educational procedures. Technology itself may inspire new teaching strategies and provide new learning avenues, which could result in new research topics. The parallel growth of the three main educational theories—behaviorism, cognitivism, and constructivism—as well as computer development has been demonstrated by Warschauer (2000) to be applicable to the setting of language learning. Over the past 30 years, computer programs have supported various language learning strategies more and more. However, the introduction of the Internet has altered the function of technology in education. The general population's widespread usage of the Internet and its suitability for communication have an impact on educational needs and influence educational methods. In his first book, published five years ago, Warschauer (2000) noted that "it is no longer only a matter of using e-mail and the Internet to assist teach English, but also of teaching English to help people learn to write and utilize the Internet" (New Contexts, para. 3).
The influence of technology on education is becoming more widely acknowledged, and George Siemens may be its ardentest supporter. According to Siemens (2004), technology has an unparalleled impact on our lives, how we interact with others, and how we learn. According to Siemens' assertion that "technology is modifying (rewiring) our brains" (Introduction, para. 4), conventional learning theories are no longer relevant. "Principles studied by chaos, network, complexity, and self-organization theories" are all incorporated into his own theory of connectivism (Connectivism, para. 24).
Levy (2007) urges continuity while Siemens promotes a shift from traditional learning strategies. When researching emergent CALL, he contends that it is important to take into account the existing theoretical, pedagogical, and curriculum frameworks: "It is crucial 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).
Successful L2 learning depends heavily on learner autonomy, and Web 2.0 encourages the development of environments that encourage this type of learning. Theoretical frameworks for second language acquisition that have been established (Holec, 1981; Benson, 2001) may serve as the foundation for this research, or it may draw from disciplines that are close by, such as activity theory or self-determination theory (Blin, 2004; Alm, 2007a), to offer fresh perspectives on L2 teaching and learning.
