Web 2.0 Tools for Collaborating in Language Education

Web 2.0 Tools for Collaborating in Language Education

There is growing interest in applying a socio-constructivist approach in language education. Masaki Kobayashi conducted a study that examined language socialization theory. Kobayashi cites Bernard Mohan, stating that language socialisation “is a major source for learning about and expressing what one must say, know, value, and do in order to participate in sociocultural situations of society (Mohan, 1987, cited by Kobayashi). Simina and Hamel state that when integrating a learner-centered, socio-constructivist approach within a Computer Assisted Language Learning (CALL) environment, the potential for successful acquisition of the target language is maximized (Simina, Hamel, 2005). This article attempts to demonstrate a collaborative approach combined with web 2.0 tools can greatly aid target language acquisition among learners.

Bernd Ruschoff discusses Technology Enhanced Language Learning (TELL) (Ruschoff, 1998). He states that “Education and teaching in the knowledge society can no longer be reduced to “the act, process, or art of imparting knowledge and skill” as Roget’s Thesaurus proposes, but learning must be recognised as an act in which a learner plays the role of an active constructor of knowledge” (Ruschoff, 1998). The four essential skills of language learning are listening, speaking, reading, and writing. PC Miller cites Phillips and Draper, who state that the four language skills are “developed interdependently” to ensure learners become competent communicators of the target language (Phillips & Draper, 1999, cited by Miller). By taking a constructivist approach, using web 2.0 tools, students can work together, improving their communicative competencies in these four areas.

Richards refers to an activity supported by technology as an “activity-reflection cycle” (Richards, 2004) whereby the learner is engaged in “application and interaction”. He concludes that technologies used in teaching and learning need to “be grounded in activity as both process and structure.” (Richards, 2004) Internet provides the language learner with a wealth of resources for applying knowledge and interacting with others. Blogs, wikis, and social networks such as Twitter and Facebook bring learners together to communicate through text, improving their reading and writing skills. Voice and video chat tools such as Skype and Google Voice Chat enable one-to-one interactions between both student and teacher as well as between students, ensuring students feel comfortable with practising their oral skills.

http://www.ieeetclt.org/issues/july2010/IEEE-LT-Jul10.htm#_Toc269551159