Handbook of research on Web 2.0 and second language learning:
"This book investigates how those involved in education can respond to the opportunities offered by the Web 2.0 technology"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pa. [u.a.]
Information Science Reference
2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book investigates how those involved in education can respond to the opportunities offered by the Web 2.0 technology"--Provided by publisher. |
| Beschreibung: | "This book investigates how those involved in education can respond to the opportunities offered by the Web 2.0 technology"--Provided by publisher. Includes bibliographical references (p. 546-596) and index |
| Beschreibung: | XXVII, 608 S. Ill., graph. Darst. |
| ISBN: | 9781605661902 |
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| 245 | 1 | 0 | |a Handbook of research on Web 2.0 and second language learning |c Michael Thomas [ed.] |
| 246 | 1 | 3 | |a Web 2.0 and second language learning |
| 264 | 1 | |a Hershey, Pa. [u.a.] |b Information Science Reference |c 2009 | |
| 300 | |a XXVII, 608 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a "This book investigates how those involved in education can respond to the opportunities offered by the Web 2.0 technology"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references (p. 546-596) and index | ||
| 520 | 3 | |a "This book investigates how those involved in education can respond to the opportunities offered by the Web 2.0 technology"--Provided by publisher. | |
| 650 | 4 | |a Sprache | |
| 650 | 4 | |a Language and languages |x Computer-assisted instruction | |
| 650 | 4 | |a Second language acquisition |x Computer-assisted instruction | |
| 650 | 4 | |a Internet in education | |
| 650 | 0 | 7 | |a World Wide Web 2.0 |0 (DE-588)7548364-6 |2 gnd |9 rswk-swf |
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Datensatz im Suchindex
| _version_ | 1804139230254858240 |
|---|---|
| adam_text | HANDBOOK OF RESEARCH ON WEB 2.0 AND SECOND LANGUAGE LEARNING MICHAEL
THOMAS NAGOYA UNIVERSITY OF COMMERCE AND BUSINESS, JAPAN INFORMATION
SCIENCE REFERENCE INFORMATION SCIENCE REFERENCE HERSHEY * NEW YORK TABLE
OF CONTENTS FOREWORD XIX PREFACE XXI ACKNOWLEDGMENT XXVII SECTION I
NETWORK COMMUNITIES AND SECOND LANGUAGE LEARNING CHAPTER I CRITERIA FOR
THE IMPLEMENTATION OF LEARNING TECHNOLOGIES MICHAEL VALLANCE, FUTURE
UNIVERSITY HAKODATE, JAPAN KAY VALLANCE, BRYNTEG COMPREHENSIVE SCHOOL,
UK MASAHIRO MATSUI, TOSHIBA TEC, JAPAN CHAPTER II COMMUNICATIVE
NETWORKING AND LINGUISTIC MASHUPS ON WEB 2.0 20 MARK PEGRUM, UNIVERSITY
OF WESTERN AUSTRALIA, AUSTRALIA CHAPTER III OUTPUT-ORIENTED LANGUAGE
LEARNING WITH DIGITAL MEDIA 42 BERND RIISCHOFF, UNIVERSITAT
DUISBURG-ESSEN, GERMANY CHAPTER IV INFOXICATION 2.0 60 ELENA
BENITO-RUIZ, UNIVERSIDAD POLITECNICA DE VALENCIA, SPAIN CHAPTER V THE
ROLE OF COMMUNITY FORMATION IN LEARNING PROCESSES 80 MARGARET RASULO,
UNIVERSITY OF NAPLES L ORIENTATE, ITALY CHAPTER VI SKYPE-BASED TANDEM
LANGUAGE LEARNING AND WEB 2.0 101 TONY MULLEN, TSUDA COLLEGE, JAPAN
CHRISTINE APPEL, UNIVERSITAT OBERTA DE CATALUNYA, SPAIN TREVOR SHANKLIN,
SAN DIEGO STATE UNIVERSITY, USA CHAPTER VII A CONTEXT-BASED APPROACH TO
WEB 2.0 AND LANGUAGE EDUCATION 119 GARY MOTTERAM, UNIVERSITY OF
MANCHESTER, UK SUSAN BROWN, UNIVERSITY OF MANCHESTER, UK CHAPTER VIII
THE USE OF COMMUNITIES IN A VIRTUAL LEARNING ENVIRONMENT 137 LUTBATEN,
KULEUVEN, BELGIUM NICOLAS BOUCKAERT, KULEUVEN, BELGIUM KAN YINGLI,
KULEUVEN, BELGIUM CHAPTER IX DIGITAL NATIVES, LEARNER PERCEPTIONS AND
THE USE OF ICT 156 GEORGE R. MACLEAN, TSUKUBA UNIVERSITY, JAPAN JAMES A.
ELWOOD, TSUKUBA UNIVERSITY, JAPAN SECTION II THE READ/WRITE WEB AND
SECOND LANGUAGE LEARNING CHAPTER X SOCIAL NETWORKING BEHIND STUDENT
LINES IN JAPAN 181 STEVE MCCARTY OSAKA JOGAKUIN COLLEGE, JAPAN CHAPTER
XI BLOGGING FOR SELF-DETERMINATION WITH L2 LEARNER JOURNALS 202 ANTONIE
AIM, UNIVERSITY OF OTAGO, NEW ZEALAND CHAPTER XII USING MOBILE
TECHNOLOGY AND PODCASTS TO TEACH SOFT SKILLS 223 REVATHI VISWANATHAN,
ICFAI NATIONAL COLLEGE CHENNAI, INDIA CHAPTER XIII SOCIAL NETWORKING
SITES AND CRITICAL LANGUAGE LEARNING 237 ANDY HALVORSEN, NAGOYA
UNIVERSITY OF COMMERCE & BUSINESS, JAPAN CHAPTER XIV PRODUCING CELL
PHONE VIDEO DIARIES 259 NICOLAS GROMIK, TOHOKU UNIVERSITY, JAPAN CHAPTER
XV THE USE OF WEBLOGS IN LANGUAGE EDUCATION 274 THOMAS RAITH, THE
UNIVERSITY OF EDUCATION HEIDELBERG, GERMANY CHAPTER XVI BLOGGING IN
FOREIGN LANGUAGE EDUCATION 292 NAT CARNEY, KWANSEI GAKUIN UNIVERSITY,
JAPAN CHAPTER XVII IMPROVING LEARNERS SPEAKING SKILLS WITH PODCASTS 313
PETE TRAVIS, ICT CONSULTANT, UK FIONA JOSEPH, ICT CONSULTANT, UK CHAPTER
XVIII MOBILE TECHNOLOGIES, PODCASTING AND LANGUAGE EDUCATION 331 VOLKER
HEGELHEIMER, IOWA SLATE UNIVERSITY, USA ANNE O BRYAN, IOWA STATE
UNIVERSITY, USA CHAPTER XIX PODCASTING AS A NEXT GENERATION TEACHING
RESOURCE 350 JENNY ANGLU, NATIONAL TAIWAN NORMAL UNIVERSITY, TAIWAN
SECTION III PEDAGOGY 2.0 AND SECOND LANGUAGE LEARNING CHAPTER XX THE
PEDAGOGICAL IMPLICATIONS OF WEB 2.0 367 MATTHIAS STURM, ICT CONSULTANT,
CANADA TRUDY KENNELL, ICT CONSULTANT, CANADA ROB MCBRIDE, ICT
CONSULTANT, CANADA MIKE KELLY, ICT CONSULTANT, CANADA CHAPTER XXI
IMPROVING ONLINE READABILITY IN A WEB 2.0 CONTEXT 385 JOHN PAUL LOUCKY,
SEINAN JOGAKUIN UNIVERSITY, JAPAN CHAPTER XXII CONCORDANCING 2.0: ON
CUSTOM-MADE CORPORA IN THE CLASSROOM 411 JAROSIAW KRAJKA, WARSAW SCHOOL
OF SOCIAL PSYCHOLOGY, POLAND CHAPTER XXIII INTERNET TECHNOLOGIES AND
LANGUAGE TEACHER EDUCATION 432 DARREN ELLIOTT, NANZAN UNIVERSITY, JAPAN
CHAPTER XXIV PERSONAL LEARNING ENVIRONMENTS FOR LANGUAGE LEARNING 451
SARAH GUTH, UNIVERSITY OFPADOVA, ITALY CHAPTER XXV MOBILE 2.0 AND MOBILE
LANGUAGE LEARNING 472 SHUDONG WANG, HIROSHIMA SHUDO UNIVERSITY, JAPAN
NEIL HEFFERNAN, EHIME UNIVERSITY, JAPAN CHAPTER XXVI THE PEDAGOGICAL
POTENTIAL OF INTERACTIVE WHITEBOARDS 2.0 491 EULINE CUTRIM SCHMID,
UNIVERSITY OF EDUCATION HEIDELBERG, GERMANY CHAPTER XXVII INTERACTIVE
WHITEBOARDS IN THE WEB 2.0 CLASSROOM 506 DAVID MILLER, KEELE UNIVERSITY,
UK DEREK GLOVER, KEELE UNIVERSITY, UK CHAPTER XXVIII WEB 2.0 AND CMS FOR
SECOND LANGUAGE LEARNING 526 SAMUEL HOLTZMAN, NAGOYA UNIVERSITY OF
COMMERCE & BUSINESS, JAPAN COMPILATION OF REFERENCES 546 ABOUT THE
CONTRIBUTORS 597 INDEX 60 4 DETAILED TABLE OF CONTENTS FOREWORD XIX
PREFACE XXI ACKNOWLEDGMENT XXVII SECTION I NETWORK COMMUNITIES AND
SECOND LANGUAGE LEARNING THIS SECTION ESTABLISHES A CONTEXT FOR THE
COLLECTION, WITH A SERIES OF CHAPTERS TOUCHING ON POLICY ISSUES RELATED
TO THE SUCCESSFUL USE OF WEB 2.0 AND THE IMPLICATIONS FOR ESTABLISHING
LEARNING COMMUNITIES IN THE NEW ENVIRONMENT. FURTHER CHAPTERS EXPLORE
THE CHALLENGES POSED BY UBIQUITOUS NETWORKS AND ONLINE COM- MUNITIES FOR
TEACHING AND LEARNING IN AN ENVIRONMENT THAT IS BASED ON THE EASY ACCESS
OF INFORMATION. CHAPTER I CRITERIA FOR THE IMPLEMENTATION OF LEARNING
TECHNOLOGIES 1 MICHAEL VALLANCE, FUTURE UNIVERSITY HAKODATE, JAPAN KAY
VALLANCE, BRYNTEG COMPREHENSIVE SCHOOL, UK MASAHIRO MATSUI, TOSHIBA TEC,
JAPAN THIS CHAPTER INTRODUCES CRITERIA FOR SUCCESSFUL IMPLEMENTATION OF
ICT-ENABLED TASKS. IT ARGUES THAT INTE- GRATION OF ICT IS BEST SUPPORTED
BY A PEDAGOGY THAT FACILITATES EXPERIENTIAL LEARNING AND A DEVELOPMENT
OF ACADEMIC COMPETENCIES. THE CONTEXT FOR DEMONSTRATING THE IMPORTANCE
OF INFORMED USE OF ICT IS THE IPOD THEREFORE IWRITE RESEARCH PROJECT
WHERE MULTIPLE-MEDIA CONTENT WAS DEVELOPED BY STUDENTS IN JAPAN AND THE
UNITED KINGDOM. CHAPTER II COMMUNICATIVE NETWORKING AND LINGUISTIC
MASHUPS ON WEB 2.0 20 MARK PEGRUM, UNIVERSITY OF WESTERN AUSTRALIA,
AUSTRALIA THE CHAPTER EXAMINES CURRENT AND POTENTIAL USES OF WEB 2.0
TOOLS IN LANGUAGE EDUCATION. WEB 2.0 IS PRINCIPALLY ABOUT SOCIAL
NETWORKING AND COMMUNITY BUILDING, ACTIVITIES WHICH, BECAUSE OF THE
TEXTUAL NATURE OF THE WEB, ARE VERY MUCH DEPENDENT ON THE MEDIUM OF
LANGUAGE. AS A RESULT, WEB 2.0 TOOLS CAN GREATLY ENHANCE THE TEACHING OF
LANGUAGE AND LITERACY, PARTICULARLY IF EDUCATORS OPERATE WITHIN A
BROADLY SOCIAL CONSTRUCTIVIST PEDAGOGICAL PARADIGM AND ARE PREPARED TO
WORK WITH LINGUISTIC MASHUPS, THE FLUID BLENDS OF LANGUAGES, CODES, AND
MEDIA TYPICAL OF WEB 2.0. CHAPTER III OUTPUT-ORIENTED LANGUAGE LEARNING
WITH DIGITAL MEDIA 42 BERND RUSCHOFF, UNIVERSITAT DUISBURG-ESSEN,
GERMANY THIS CHAPTER DISCUSSES THE PRINCIPLE OF OUTPUT ORIENTATION IN
LANGUAGE LEARNING AND CONSIDERS THE IM- PLICATIONS OF USING WEB 2.0
TOOLS IN THIS CONTEXT. IT WILL ALSO PRESENT AN OVERVIEW OF A NUMBER OF
NEW PEDAGOGICAL IDEAS INDICATING HOW THE USE OF DIGITAL MEDIA CAN
CONTRIBUTE BOTH TO THE QUALITY AND QUAN- TITY OF LEARNING MATERIALS.
BASED ON SWAIN S OUTPUT HYPOTHESIS, IT WILL BE ARGUED THAT LEARNERS
ENGAGED IN NEGOTIATING MEANINGFUL AND COMPREHENSIBLE OUTPUT ARE VERY
MUCH ENGAGED IN LEARNING EXPERIENCES WHICH FOSTER LANGUAGE LEARNERS
COGNITIVE AND LINGUISTIC GROWTH BY MEANS OF PROCESSES OF REFLECTIVE AND
COLLABORATIVE LEARNING. CHAPTER IV INFOXICATION 2.0 , 60 ELENA
BENITO-RUIZ, UNIVERSIDAD POLITECNICA DE VALENCIA, SPAIN THE CHAPTER
EXPLAINS THE ISSUE OF INFORMATION OVERLOAD, INTRODUCING THE CONCEPT OF
INFOXICATION 2.0 AS ONE OF THE MAIN DISADVANTAGES IN THE USE OF WEB
2.0 TOOLS IN THE LANGUAGE LEARNING AND TEACHING PROCESS. THE CHAPTER
CLAIMS THAT THE BARRAGE OF WEB 2.0 INFORMATION AND COMMUNICATION
RESOURCES FOR LANGUAGE LEARNING MIGHT BECOME AN OBSTACLE IN THE
COGNITIVE PROCESSING OF SUCH RESOURCES. THUS, IN ORDER TO DEAL WITH THIS
PROBLEM, TWO KINDS OF SOLUTIONS ARE IDENTIFIED, THOSE BASED ON TIME
MANAGEMENT AND THOSE BASED ON WEB 2.0 TECHNOLOGY AGENTS SUCH AS RSS
READERS AND RSS MASH-UP TOOLS. CHAPTER V THE ROLE OF COMMUNITY FORMATION
IN LEARNING PROCESSES 80 MARGARET RASULO, UNIVERSITY OF NAPLES L
ORIENTATE, ITALY THIS CHAPTER DISCUSSES THE CONCEPT OF ONLINE COMMUNITY
AND ITS DEVELOPMENT THROUGH THE USE OF COM- PUTER MEDIATED COMMUNICATION
AS PART OF THE SOCIAL SOFTWARE THAT MAKES UP THE ARCHITECTURE OF WEB 2.0
TECHNOLOGIES. BY PROVIDING A SET OF LENSES TO OBSERVE COMMUNITY MEMBERS
THROUGH THEIR DISCOURSE BEHAVIOURS, THE CHAPTER PROVIDES INSIGHT INTO
THE BROADER USE OF THESE TECHNOLOGIES AND THEIR ROLE IN SUP- PORTING
LEARNING PROCESSES THROUGH SUCH PRACTICES AS KNOWLEDGE SHARING,
FRIENDSHIP BUILDING, COMMUNITY IDENTITY, AND SELF REPRESENTATION IN
ORDER TO REDUCE THE FEELING OF ISOLATION THAT IS OFTEN IN THE FOREGROUND
WHEN INVOLVED IN ONLINE LEARNING. CHAPTER VI SKYPE-BASED TANDEM LANGUAGE
LEARNING AND WEB 2.0 101 TONY MULLEN, TSUDA COLLEGE, JAPAN CHRISTINE
APPEL, UNIVERSITAT OBERTA DE CATALUNYA, SPAIN TREVOR SHANKLIN, SAN DIEGO
STATE UNIVERSITY, USA THIS CHAPTER ANALYZES THE STRENGTHS AND WEAKNESSES
OF THE SKYPE SERVICE AS A TOOL FOR TANDEM LANGUAGE LEARNING AND PRESENTS
A VARIETY OF WAYS IN WHICH ITS STRENGTHS CAN BE ENHANCED AND ITS
WEAKNESSES OVERCOME BY INCORPORATING THE EXCHANGE INTO A WIDER WEB 2.0
ENVIRONMENT, BASED ON INSIGHTS WE HAVE GAINED OVER THE COURSE OF AN
ONGOING STUDY. PRELIMINARY QUALITATIVE RESULTS ARE REPORTED FOR TWO
YEARS OF ONGOING SKYPE-BASED TANDEM EXCHANGES BETWEEN JAPANESE STUDENTS
OF ENGLISH AT TSUDA COLLEGE, TOKYO, AND AMERICAN STUDENTS OF JAPANESE AT
SAN DIEGO STATE UNIVERSITY. FINALLY, A PROTOTYPE IS PRESENTED FOR A NEW
DEDICATED WEB 2.0 ENVIRONMENT DESIGNED TO OPTIMIZE THE SKYPE TANDEM
LEARNING EXPERIENCE AND TO FACILITATE FURTHER RESEARCH IN THE FIELD.
CHAPTER VII A CONTEXT-BASED APPROACH TO WEB 2.0 AND LANGUAGE EDUCATION
119 GARY MOTTERAM, UNIVERSITY OF MANCHESTER, UK SUSAN BROWN, UNIVERSITY
OF MANCHESTER, UK THE CHAPTER DESCRIBES THE INTRODUCTION OF SOCIAL
SOFTWARE INTO A MASTER S LEVEL TEACHER EDUCATION PROGRAM AT THE
UNIVERSITY OF MANCHESTER, UK. IT EXPLORES THE POTENTIAL ROLES THAT SUCH
SOCIAL SOFTWARE PLAY IN THE DEVELOPMENT OF LANGUAGE SKILLS AND PROVIDES
A RATIONALE FOR WHY SUCH SOFTWARE FITS INTO THE CONTEXT-BASED APPROACH
THAT ARE ESPOUSED ON THE DEGREE. THE STUDENT PERSPECTIVE IS REPRESENTED
VIA TWO CASE STUDIES. CHAPTER VIII THE USE OF COMMUNITIES IN A VIRTUAL
LEARNING ENVIRONMENT 137 LUTBATEN, KULEUVEN, BELGIUM NICOLAS BOUCKAERT,
K. U.LEUVEN, BELGIUM KAN YINGLI, KULEUVEN, BELGIUM A PROJECT WITH
GRADUATE STUDENTS OF BUSINESS ENGLISH WAS SET UP TO DEVELOP A LEARNING
ENVIRONMENT IN A GOOGLE COMMUNITY. GOOGLE AND WEB 2.0 APPLICATIONS WERE
USED TO PUBLISH CONTENT IN A STUDENT DRIVEN WAY. A QUALITATIVE RESULTS
SURVEY REPORTS ON THE SATISFACTION OF THE GOOGLE COMMUNITY COMPARED TO
BLACKBOARD. CHAPTER IX DIGITAL NATIVES, LEARNER PERCEPTIONS AND THE USE
OF ICT 156 GEORGE R. MACLEAN, TSUKUBA UNIVERSITY, JAPAN JAMES A. ELWOOD,
TSUKUBA UNIVERSITY, JAPAN PRENSKY (2001) POSITED THE EMERGENCE OF A NEW
GENERATION OF DIGITAL NATIVES FLUENT IN THE LANGUAGE OF CYBERSPACE AND
FAMILIAR WITH THE TOOLS OF USER-GENERATED CONTENT. IF CORRECT, THE
EXISTENCE OF THIS GROUP WOULD NECESSITATE A THOROUGH RECONSIDERATION OF
PEDAGOGY TO MEET THEIR RADICALLY DIFFERENT LEARNING NEEDS, WHICH
DOVETAIL WITH THE NASCENT WEB 2.0 AND ITS COMMUNITIES OF USERS. THE
STUDY EXAMINED IN THIS CHAPTER ADDRESSED A SERIES OF QUESTIONS ABOUT THE
IMPLICATIONS OF DIGITAL NATIVES IN JAPAN, AND FOUND CONTEMPORARY USERS
OF TECHNOLOGY TO BE IN FIRM CONTROL OF ONLY A LIMITED NUMBER OF SKILLS.
LEARNER USE AND PERCEPTION OF TECHNOLOGY APPEARED TO BE MEDIATED BY
SEVERAL VARIABLES: TECHNOLOGICAL PROFICIENCY OR THE LACK THEREOF,
TRADITION, WILLINGNESS TO USE TECHNOLOGY (WUT), AND GENDER. THE RESEARCH
INSTRUMENTS UTILIZED IN THIS CHAPTER WERE ANALYZED AND FOUND TO BE
PSYCHOMETRICALLY ADEQUATE. IT IS ARGUED THAT THESE CATEGORIES AND SCALES
WILL PROVIDE A USEFUL RESOURCE FOR FURTHER ATTEMPTS TO UNDERSTAND THE
POTENTIAL OF WEB 2.0 AND THE CONCEPT OF THE DIGITAL NATIVE IN OTHER
EDUCATIONAL TRADITIONS AND CONTEXTS. SECTION II THE READ/WRITE WEB AND
SECOND LANGUAGE LEARNING THIS SECTION PROVIDES A SERIES OF CHAPTERS
EXAMINING SOCIAL NETWORKING SITES, PODCASTING, AND BLOGGING IN MORE
DETAIL. ALL THREE AREAS HELP TO DEFINE AND CLARIFY THE SHIFT FROM WEB
1.0 (THE READ-ONLY WEB) TO THE SECOND GENERATION OR READ/WRITE WEB.
CHAPTERS EXAMINE SUCH SITES AS MIXI IN JAPAN AND MY SPACE, AS WELL AS A
NUMBER OF PROMINENT PODCASTING AND BLOGGING SITES, AND THE CHALLENGES
AND OPPORTUNITIES THEY PRESENT TO STUDENTS AND TEACHERS. CHAPTER X
SOCIAL NETWORKING BEHIND STUDENT LINES IN JAPAN 181 STEVE MCCARTY OSAKA
JOGAKUIN COLLEGE, JAPAN THROUGH THE JAPANESE SOCIAL NETWORKING SERVICE
MIXI, THE AUTHOR OPENED UP A SUPPLEMENTARY ONLINE DIMENSION WITH THE
POTENTIAL TO MOTIVATE EFL LANGUAGE LEARNERS FROM BEFORE ADMISSION TO
AFTER GRADUA- TION. WITH EXPLANATORY FRAMEWORKS INCLUDING JAPANESE
SOCIOCULTURE AND METAPHORS OF LINES IN CROSSING CULTURES, THIS CHAPTER
SHOWS HOW AND WHY STUDENTS RESPONDED IN WAYS THAT WERE COMPLEX, IN TERMS
OF PEER GROUP DYNAMICS, YET INDICATIVE OF ENHANCED INTEGRATIVE
MOTIVATION TOWARD THE TARGET LANGUAGE COM- MUNITY. AUTHENTIC WEB 2.0
CALL CLASSROOM ACTIVITIES ARE DESCRIBED ALONG WITH MIXI FUNCTIONS THAT
CAN BE UTILIZED TO GO BEHIND STUDENT LINES FOR EDUCATIONAL PURPOSES.
CHAPTER XI BLOGGING FOR SELF-DETERMINATION WITH L2 LEARNER JOURNALS 202
ANTONIE AIM, UNIVERSITY OF OTAGO, NEW ZEALAND THIS CHAPTER DISCUSSES THE
USE OF LANGUAGE LEARNER BLOGS WITH REFERENCE TO SELF-DETERMINATION
THEORY. IT ARGUES THAT BLOGGING NEEDS TO BE MODELLED ON REAL-LIFE
BLOGGING PRACTICES IN ORDER TO SUPPORT THE LEARNER S NEED FOR AUTONOMY.
THE CHAPTER PROVIDES INSIGHTS INTO L2 LEARNERS PERCEPTIONS OF BLOGGING
AND HIGHLIGHTS THE VALUE OF BLOG-BASED REFLECTIVE WRITING FOR LANGUAGE
LEARNING. CHAPTER XII USING MOBILE TECHNOLOGY AND PODCASTS TO TEACH SOFT
SKILLS 223 REVATHI VISWANATHAN, ICFAI NATIONAL COLLEGE CHENNAI, INDIA
THE CHAPTER INTRODUCES MOBILE TECHNOLOGY AND PODCASTS, THE TWO WEB 2.0
TECHNOLOGICAL TOOLS THAT ENABLE ESL TEACHERS TO TRAIN STUDENTS IN SOFT
SKILLS AND EMPLOYABILITY SKILLS. IT DISCUSSES THE PROCEDURE BY WHICH
THESE TOOLS COULD BE EFFECTIVELY USED IN THE CLASSROOM. BY HIGHLIGHTING
THE RESEARCH STUDIES CONDUCTED IN A TERTIARY LEVEL CLASSROOM USING
MOBILE TECHNOLOGY AND PODCASTS, IT FURTHER SHOWS THE NEED FOR TRAINING
STUDENTS IN COMMUNICATION SKILLS FOR FACING THE CORPORATE WORLD WITH
CONFIDENCE. CHAPTER XIII SOCIAL NETWORKING SITES AND CRITICAL LANGUAGE
LEARNING 237 ANDY HALVORSEN, NAGOUA UNIVERSITY OF COMMERCE & BUSINESS,
JAPAN THIS CHAPTER EXPLORES THE POTENTIAL RELATIONSHIP BETWEEN CRITICAL
LANGUAGE LEARNING AND THE USE OF SOCIAL NETWORKING SITES BY SECOND
LANGUAGE LEARNERS. THROUGH THE EXAMINATION OF A CASE STUDY IN WHICH
JAPA- NESE UNIVERSITY STUDENTS MADE USE OF THE MYSPACE SOCIAL NETWORKING
SITE, THIS CHAPTER ARGUES THAT THE USE OF SOCIAL NETWORKING SITES BY
SECOND LANGUAGE LEARNERS OF ENGLISH CAN HAVE A BENEFICIAL IMPACT ON
CRITICAL LANGUAGE LEARNING. PARTICULAR ATTENTION IS PAID TO THE ISSUES
OF IDENTITY FORMATION ONLINE, LEARNER AUTONOMY, CRITICAL LITERACY, AND
EMPOWERMENT AS THEY RELATE TO SECOND LANGUAGE LEARNERS AND THEIR USE OF
SOCIAL NETWORKING SITES. CHAPTER XIV PRODUCING CELL PHONE VIDEO DIARIES
259 NICOLAS GROMIK, TOHOKU UNIVERSITY, JAPAN WEB 2.0 IS CONCERNED WITH
MAKING USERS THE CREATOR OF ONLINE CONTENT. THIS CHAPTER DOCUMENTS HOW
ADVANCED ENGLISH AS A FOREIGN LANGUAGE (EFL) STUDENTS CREATED CELL PHONE
VIDEO DIARIES WHICH WERE DELIVERED OVER THE INTERNET. IT REFLECTS ON THE
DEVELOPMENT OF THIS PROJECT AND THE IMPLICATIONS FOR SECOND LANGUAGE
LEARNING IN A WEB 2.0 CONTEXT. CHAPTER XV THE USE OF WEBLOGS IN LANGUAGE
EDUCATION 274 THOMAS RAITH, THE UNIVERSITY OF EDUCATION HEIDELBERG,
GERMANY THE CHAPTER DISCUSSES THE QUESTION IN HOW FAR WEBLOGS AS A WEB
2.0 TOOL HAVE CHANGED FOREIGN LANGUAGE LEARNING. IT ARGUES THAT THROUGH
THE WEB 2.0, NEW GENRES HAVE EMERGED WHICH LEARNERS NEED NEW LITERACIES
FOR. THE FINDINGS OF A QUALITATIVE COMPARATIVE CASE STUDY IN A GERMAN
SECONDARY SCHOOL, BETWEEN ONE STUDENT GROUP WITH WEBLOGS AND ONE WITH
PAPER JOURNALS, IMPLY THAT WEBLOG STUDENTS WRITE TO A MUCH HIGHER DEGREE
TO INTERACT WITH AN AUDIENCE. THIS SUPPORTS THE ASSUMPTION THAT WEBLOGS
HAVE CREATED A NEW GENRE OF SOCIAL INTERACTION IN NEW COMMUNITIES OF
PRACTICE. CHAPTER XVI BLOGGING IN FOREIGN LANGUAGE EDUCATION 292 NAT
CARNEY, KWANSEI GAKUIN UNIVERSITY, JAPAN THIS CHAPTER OFFERS A DETAILED
DESCRIPTION AND OVERVIEW OF THE USE OF BLOGS IN FOREIGN LANGUAGE EDUCA-
TION. THE CHAPTER DESCRIBES HOW BLOGS ARE AN IMPORTANT COMMUNICATION HUB
ON THE INTERNET AND ARE A USEFUL TOOL FOR FOREIGN LANGUAGE EDUCATION
THAT MERIT MORE THOROUGH RESEARCH. THROUGH ANALYSIS OF CUR- RENT
RESEARCH AND THE PROMISE AND CONCERNS ABOUT BLOGGING IN FOREIGN LANGUAGE
EDUCATION, THE CHAPTER SUGGESTS FUTURE TRENDS AND RESEARCH AREAS.
CHAPTER XVII IMPROVING LEARNERS SPEAKING SKILLS WITH PODCASTS 313 PETE
TRAVIS, ICT CONSULTANT, UK FIONA JOSEPH, ICT CONSULTANT, UK THIS CHAPTER
EXPLORES THE ROLE OF PODCASTING TO IMPROVE THE SPEAKING SKILLS OF
ADVANCED LEVEL ENGLISH LANGUAGE STUDENTS. RECENT RESEARCH IN EDUCATION
HAS HIGHLIGHTED THE TRANSFORMATIONAL POSSIBILITIES OF WEB 2.0 TOOLS SUCH
AS PODCASTING, ESPECIALLY WITH REGARD TO USER-GENERATED CONTENT AND MASS
PARTICIPATION. THE AUTHORS WILL SHOW THAT THE CREATION OF PODCASTS IN AN
ENGLISH LANGUAGE TEACHING CONTEXT DEMANDS LITTLE IN TERMS OF TECHNICAL
EXPERTISE, AND IS A WEB 2.0 TOOL THAT LEARNERS ARE EAGER TO ADOPT AS
CONSUMERS OF LISTENING CONTENT. CHAPTER XVIII MOBILE TECHNOLOGIES,
PODCASTING AND LANGUAGE EDUCATION 331 VOLKER HEGELHEIMER, IOWA STATE
UNIVERSITY, USA ANNE O BRYAN, IOWA STATE UNIVERSITY, USA THE MAIN POINT
OF THIS CHAPTER IS TO DISCUSS VARIOUS AREAS OF RESEARCH RELEVANT TO THE
USE OF PODCASTING IN LANGUAGE LEARNING. IN DOING SO, THE AUTHORS FIRST
REVIEW THE CONCEPTS OF PODCASTS, ADDRESS PRACTICALITY ISSUES, AND
OUTLINE HOW PODCASTS ARE CURRENTLY BEING USED FOR SELF STUDY, TEST
PREPARATION, AND AS PART OF THE INTACT CLASSROOM. THE AUTHORS THEN
SUGGEST FRUITFUL AVENUES FOR FUTURE RESEARCH IN TERMS OF PODCAST
CONTENT, INTERACTION, AND INTEGRATION. THEY THEN CONCLUDE BY
HIGHLIGHTING POSSIBLE RESEARCH METHODOLOGIES IDEALLY SUITED TO CONTINUE
AND DEEPEN THE PRINCIPLED INVESTIGATION OF PODCASTS IN THE AREA OF
LANGUAGE LEARNING. CHAPTER XIX PODCASTING AS ANEXT GENERATION TEACHING
RESOURCE 350 JENNY ANG LU, NATIONAL TAIWAN NORMAL UNIVERSITY, TAIWAN THE
CHAPTER INTRODUCES PODCASTING, THE DISTRIBUTION OF AUDIO CONTENT THROUGH
THE INTERNET. IT CLAIMS THAT PODCASTING IS A VALUABLE RESOURCE IN
AUGMENTING CLASSROOM INSTRUCTION, ESPECIALLY LANGUAGE EDUCATION IN A
FOREIGN CONTEXT. THE CHAPTER FURTHER PROCEEDS TO DISSIPATE THE
PREVAILING MISCONCEPTION THAT CREATING AND ACCESSING PODCASTS IS A
DAUNTING PROCESS. SECTION III PEDAGOGY 2.0 AND SECOND LANGUAGE LEARNING
THE FINAL SECTION OF THE COLLECTION EXAMINES A BROAD RANGE OF THEMES
RELATED TO THE PEDAGOGICAL IMPLICATIONS OF WEB 2.0. CHAPTERS FOCUS ON
READING STRATEGIES IN AN ONLINE ENVIRONMENT; DEVELOPING AN ONLINE
CORPUS; THE USE OF WEB 2.0 FOR PROFESSIONAL DEVELOPMENT; INTERACTIVE
WHITEBOARD TECHNOLOGY; MOBILE LEARNING; COURSE MANAGEMENT SYSTEMS; AND
SOCIAL NETWORKING SITES AIMED SPECIFICALLY AT LANGUAGE LEARNERS. CHAPTER
XX THE PEDAGOGICAL IMPLICATIONS OF WEB 2.0 367 MATTHIAS STURM, ICT
CONSULTANT, CANADA TRUDY KENNELL, ICT CONSULTANT, CANADA ROB MCBRIDE,
ICT CONSULTANT, CANADA MIKE KELLY, ICT CONSULTANT, CANADA THIS CHAPTER
AIMS TO BRING PERSPECTIVES ROOTED IN EDUCATIONAL THEORY TO A DOMAIN TOO
OFTEN DOMINATED BY THE TECHNOLOGICAL IMPLICATIONS OF ITS TOOLS AND
ARGUES THAT SOCIAL CONSTRUCTIVISM IS THE PEDAGOGICAL PARADIGM FOR
LEARNING AND TEACHING FACILITATED BY THE NEXT GENERATION OF WEB
TECHNOLOGY. IT REVIEWS BASIC THEORETICAL TENETS AND DISCUSSES THEIR
IMPLICATIONS. TEACHERS AND STUDENTS WHO TAKE FULL ADVANTAGE OF THESE
EMERGING TOOLS WILL PARTICIPATE IN MORE DYNAMIC, IMMEDIATE, AND
COMMUNICATIVE ENVIRONMENTS THAT PROVIDE OPPORTUNITIES FOR MEANINGFUL
EXPERIENCES THROUGH SOCIAL CONSTRUCTIVIST LEARNING. CHAPTER XXI
IMPROVING ONLINE READABILITY IN A WEB 2.0 CONTEXT 385 JOHN PAUL LOUCKY,
SEINAN JOGAKUIN UNIVERSITY, JAPAN THIS CHAPTER DESCRIBES A TASK-BASED
ASSESSMENT (TBA) APPROACH TO TEACHING READING AND WRITING ONLINE, AND
ANALYZES KEY FACTORS EMERGING FROM RESULTS OF IMPLEMENTING SUCH A COURSE
WITH GRADUATE JAPANESE ENGINEERING STUDENTS IN TOBATA, KITAKYUSHU. IT IS
HOPED THAT THIS COURSE CAN SERVE AS A MODEL OF WHAT CAN BE DONE TO
ENHANCE ONLINE EAP/ESP/ETP COURSES, AS WELL AS ANY OTHER ONLINE READING
OR WRITING COURSE BEING DESIGNED FOR SPEAKERS AND READERS OF LANGUAGES
OTHER THAN ENGLISH. THIS CHAPTER S GOAL IS TO SUMMARIZE RESEARCH THAT
AIMED TO INTEGRATE SOME OF THE MOST USEFUL WEB SITES FOR ENGLISH
LANGUAGE LEARNING, INTO A USER-FRIENDLY SYSTEM FOR OPTIMAL ONLINE
VOCABULARY DEVELOPMENT, WHICH COULD ALSO BE SELF-MONITORED BY STUDENTS
AS WELL AS TRACKED BY TEACHERS VIA A COURSE MANAGEMENT SYSTEM. CHAPTER
XXII CONCORDANCING 2.0: ON CUSTOM-MADE CORPORA IN THE CLASSROOM 411
JAROSLAW KRAJKA, WARSAW SCHOOL OF SOCIAL PSYCHOLOGY, POLAND THE CHAPTER
INTRODUCES AND EXPLAINS SOME OF THE CRUCIAL NOTIONS OF CORPUS
LINGUISTICS IN THE WEB 2.0 ERA. THE PHILOSOPHY OF CUSTOM-MADE (OR
DO-IT-YOURSELF) CONCORDANCING IS ELABORATED UPON, TOGETHER WITH THE
REFLECTION ON THE PROCEDURE OF COMPILING A CUSTOM-MADE CORPUS AND THE
DISCUSSION OF FREEWARE TEXT ANALYSIS AND THE WEB AS A CORPUS TOOL. IT IS
HOPED THAT GIVEN CAREFUL SELECTION OF RELEVANT SOURCES, THE LEARNING
PROCESS WILL BECOME SIGNIFICANTLY ENHANCED THANKS TO MORE AUTHENTIC AND
RELEVANT LANGUAGE DATA, PROMOTING TEACHER AUTONOMY AND DISCOVERY-BASED
PROCEDURES. CHAPTER XXIII INTERNET TECHNOLOGIES AND LANGUAGE TEACHER
EDUCATION 432 DARREN ELLIOTT, NANZAN UNIVERSITY, JAPAN THIS CHAPTER
LOOKS AT THE WAYS IN WHICH TEACHER TRAINING AND TEACHER DEVELOPMENT ARE
TAKING PLACE ONLINE. IT SEEKS TO ADDRESS THE WAYS IN WHICH TEACHERS
LEARN TO TEACH AND CONSIDERS HOW WEB 2.0 APPLICATIONS AND OTHER
COLLABORATIVE, INTERACTIVE TECHNOLOGIES MAY TRANSFORM TEACHER EDUCATION.
THE AUTHOR CONCLUDES THAT, ALTHOUGH THE PACE AND NATURE OF CHANGE DOES
NOT APPEAR TO BE UNIFORM, THERE ARE INDICATORS WHICH SUGGEST A NEED FOR
FURTHER RESEARCH INTO TEACHER COGNITION AND DIGITAL TECHNOLOGIES.
CHAPTER XXIV PERSONAL LEARNING ENVIRONMENTS FOR LANGUAGE LEARNING 451
SARAH GUTH, UNIVERSITY OFPADOVA, ITALY THIS CHAPTER DISCUSSES THE
POTENTIAL OF SOCIAL SOFTWARE AND WEB 2.0 TOOLS TO ENHANCE LANGUAGE
LEARNING IN A BLENDED LEARNING CONTEXT. IT DESCRIBES AN ENGLISH AS A
FOREIGN LANGUAGE COURSE THAT INTRODUCES STUDENTS TO SEVERAL WEB 2.0
TOOLS WITH THE AIM OF HELPING THEM DEVELOP THEIR OWN PERSONAL LEARNING
ENVIRONMENT. THE CHAPTER ARGUES THAT ACCOMPANIED WITH THE RIGHT
PEDAGOGICAL APPROACH, THESE TOOLS TRANSFORM LEARNING BY ALLOWING
STUDENTS TO ENGAGE IN SELF-DIRECTED LEARNING IN A SOCIAL CONTEXT.
WORKING TOGETHER, STUDENTS GAIN SKILLS AND RESOURCES THAT ARE
TRANSFERABLE TO THEIR INFORMAL, LIFELONG LANGUAGE LEARNING. CHAPTER XXV
MOBILE 2.0 AND MOBILE LANGUAGE LEARNING 472 SHUDONG WANG, HIROSHIMA
SHUDO UNIVERSITY, JAPAN NEIL HEFFERNAN, EHIME UNIVERSITY, JAPAN THIS
CHAPTER INTRODUCES MOBILE 2.0 APPLICATIONS, WHICH ESSENTIALLY ARE
APPLICATIONS THAT STEM FROM WEB 2.0 AND ARE INTEGRATED WITH THE UNIQUE
FEATURES OF MOBILE DEVICES. THE PRIMARY FOCUS OF THE CHAPTER IS HOW
THESE APPLICATIONS CAN BE USED FOR LANGUAGE LEARNING PURPOSES, WHILE
HIGHLIGHTING BOTH THE EMPIRICAL AND PROPOSED USAGES OF MOBILE 2.0,
INCLUDING TIMELY TEACHING FEEDBACK, REAL-TIME EMAIL ALERTS, REGISTERED
OR UN-REGISTERED MOBILE 2.0 SITES, GPS FOR CONTEXT AWARE LEARNING, SMS
INTEGRATED WITH INSTANT MESSENGERS, FOREIGN LANGUAGE ACQUISITION THROUGH
MOBILE BLOGS, SNS, GAMES, AND MOBILE SEARCH. THE CHAPTER AIMS TO VIEW
MOBILE ASSISTED LANGUAGE LEARNING IN THE ERA OF WEB 2.0. CHAPTER XXVI
THE PEDAGOGICAL POTENTIAL OF INTERACTIVE WHITEBOARDS 2.0 491 EULINE
CUTRIM SCHMID, UNIVERSITY OF EDUCATION HEIDELBERG, GERMANY THE FIRST
PART OF THIS CHAPTER DISCUSSES THE TRANSFORMATIVE POTENTIAL OF
INTERACTIVE WHITEBOARDS (IWB), BY ANALYZING THE OPPORTUNITIES OF USING
THIS TECHNOLOGY IN CONJUNCTION WITH WEB 2.0 TOOLS TO SUPPORT
CONSTRUCTIVIST PRACTICE IN THE LANGUAGE CLASSROOM. THE SECOND PART DRAWS
UPON RESEARCH DATA AND LITERA- TURE REVIEW RESULTS TO EXAMINE THE ROLE
PLAYED BY TEACHERS IN THE REALIZATION OF THIS POTENTIAL. A SPECIAL FOCUS
HAS BEEN PLACED ON THE VARIOUS EVOLUTIONARY STAGES THAT TEACHERS GO
THROUGH AS THEY INTEGRATE IWB TECHNOLOGY INTO THEIR TEACHING. THE
RESEARCH DATA DERIVES FROM A CASE STUDY CONDUCTED WITH NINE ENGLISH
TEACHERS FROM A SECONDARY SCHOOL IN GERMAN. CHAPTER XXVII INTERACTIVE
WHITEBOARDS IN THE WEB 2.0 CLASSROOM 506 DAVID MILLER, KEELE UNIVERSITY,
UK DEREK GLOVER, KEELE UNIVERSITY, UK IN THIS CHAPTER WE EXPLORE THE
IMPACT OF NEW CLASSROOM TECHNOLOGIES ON THE PEDAGOGY OF MODERN LANGUAGE
TEACHING. THE LINK TO WEB 2.0 IS THROUGH THE DEVELOPMENT OF
INTERACTIVITY AS TEACHERS DEVELOP CONFIDENCE IN THE TECHNOLOGY AND
DEVELOP UNDERSTANDING SO THAT THERE IS A MOVE FROM ENHANCED
PRESENTATION, THROUGH STRATEGIES FOR MOTIVATION, TO PEDAGOGIC CHANGE. AS
THE TECHNOLOGY BECOMES THE SPUR TO RE-THINKING OF CONCEPTUAL AND
COGNITIVE DEVELOPMENT THROUGH INTERACTIVITY THERE ARE SIGNS THAT
TEACHERS EXPLORE LINKS BETWEEN INTERACTIVE WHITEBOARDS AND OTHER
LEARNING AND MULTIMEDIA TECHNOLOGIES. CHAPTER XXVIII WEB 2.0 AND CMS FOR
SECOND LANGUAGE LEARNING 526 SAMUEL HOLTZMAN, NAGOYA UNIVERSITY OF
COMMERCE & BUSINESS, JAPAN THIS CHAPTER INTRODUCES AND EXPLAINS THE
COMPOSITION OF WEB 2.0 COURSEWARE MANAGEMENT SYSTEMS (CMS), AND THE
FUNCTIONS AND FEATURES THAT ARE RELEVANT TO SECOND LANGUAGE WRITTEN
ACQUISITION. THESE ARE POWERFUL TOOLS WITH EMBEDDED ASSUMPTIONS ABOUT
TEACHING AND LEARNING. THEREFORE, SPECIAL ATTENTION MUST BE PAID TO THE
PROCESS OF INCLUSION AND THE NEED TO EVALUATE EXISTING CURRICULA TO
ENSURE INSTRUCTORS PEDAGOGY REMAINS THE CENTRAL CONCEPT TO CLASSROOM
DESIGN AND MANAGEMENT. COMPILATION OF REFERENCES 546 ABOUT THE
CONTRIBUTORS 597 INDEX 604
|
| any_adam_object | 1 |
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| bvnumber | BV035575009 |
| callnumber-first | P - Language and Literature |
| callnumber-label | P53 |
| callnumber-raw | P53.28 |
| callnumber-search | P53.28 |
| callnumber-sort | P 253.28 |
| callnumber-subject | P - Philology and Linguistics |
| classification_rvk | DP 1960 DP 4200 ES 817 ES 822 |
| ctrlnum | (OCoLC)244005112 (DE-599)BVBBV035575009 |
| dewey-full | 418.0078/5 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0078/5 |
| dewey-search | 418.0078/5 |
| dewey-sort | 3418.0078 15 |
| dewey-tens | 410 - Linguistics |
| discipline | Pädagogik Sprachwissenschaft Literaturwissenschaft |
| format | Book |
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| isbn | 9781605661902 |
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| physical | XXVII, 608 S. Ill., graph. Darst. |
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| spelling | Handbook of research on Web 2.0 and second language learning Michael Thomas [ed.] Web 2.0 and second language learning Hershey, Pa. [u.a.] Information Science Reference 2009 XXVII, 608 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier "This book investigates how those involved in education can respond to the opportunities offered by the Web 2.0 technology"--Provided by publisher. Includes bibliographical references (p. 546-596) and index Sprache Language and languages Computer-assisted instruction Second language acquisition Computer-assisted instruction Internet in education World Wide Web 2.0 (DE-588)7548364-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Computerunterstütztes Lernen (DE-588)4225938-1 gnd rswk-swf 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content Fremdsprachenunterricht (DE-588)4018428-6 s Computerunterstütztes Lernen (DE-588)4225938-1 s World Wide Web 2.0 (DE-588)7548364-6 s DE-604 Thomas, Michael 1969- Sonstige (DE-588)142432849 oth Erscheint auch als Online-Ausgabe 978-1-60566-191-9 HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017630517&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Handbook of research on Web 2.0 and second language learning Sprache Language and languages Computer-assisted instruction Second language acquisition Computer-assisted instruction Internet in education World Wide Web 2.0 (DE-588)7548364-6 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd |
| subject_GND | (DE-588)7548364-6 (DE-588)4018428-6 (DE-588)4225938-1 (DE-588)4143413-4 |
| title | Handbook of research on Web 2.0 and second language learning |
| title_alt | Web 2.0 and second language learning |
| title_auth | Handbook of research on Web 2.0 and second language learning |
| title_exact_search | Handbook of research on Web 2.0 and second language learning |
| title_full | Handbook of research on Web 2.0 and second language learning Michael Thomas [ed.] |
| title_fullStr | Handbook of research on Web 2.0 and second language learning Michael Thomas [ed.] |
| title_full_unstemmed | Handbook of research on Web 2.0 and second language learning Michael Thomas [ed.] |
| title_short | Handbook of research on Web 2.0 and second language learning |
| title_sort | handbook of research on web 2 0 and second language learning |
| topic | Sprache Language and languages Computer-assisted instruction Second language acquisition Computer-assisted instruction Internet in education World Wide Web 2.0 (DE-588)7548364-6 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd |
| topic_facet | Sprache Language and languages Computer-assisted instruction Second language acquisition Computer-assisted instruction Internet in education World Wide Web 2.0 Fremdsprachenunterricht Computerunterstütztes Lernen Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017630517&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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