Web 2.0 and Second Language Learning: What Does the Research Tell Us?
Web 2.0 and Second Language Learning: What Does the Research Tell Us?
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Web 2.0 和第二语言学习：研究告诉我们什么？
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Camilla Vásquez
中科院分区：
文献类型：
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作者：
Shenggao Wang;Camilla Vásquez
本文综述了Web 2.0技术在第二语言学习中的应用研究。本文的目的是探讨这一主题的研究现状，调查构建当前研究的理论视角，确定在第二语言学习中使用Web 2.0技术的一些好处，并讨论现有研究的一些局限性。研究综述发现，博客和wiki是研究最多的Web 2.0工具，而其他工具，如社交网络应用程序和虚拟世界，则较少被研究。此外，最常被调查的语言是英语作为第二语言/外语（ESL/EFL）、西班牙语、德语和法语。关于将Web 2.0技术应用于不太常用的语言（如阿拉伯语、汉语或俄语）的研究相当少。此外，Web 2.0技术提供的语言学习环境大大拓宽了计算机辅助语言学习（CALL）的主题范围：从早期的研究倾向于关注传统的四种语言技能，到最近的主题，如学习者身份、在线协作和学习社区。尽管很少有被调查的研究真正检查了与这些工具相关的学生的进步和学习成果，但与Web 2.0技术相关的最常见的好处是它们有助于培养有利的语言学习环境。最后，这篇综述发现，许多关于Web 2.0技术和语言学习的研究并没有明确的理论基础，而且许多研究都受到一系列常见的方法限制。
This article reviews research on the use of Web 2.0 technologies in second language learning. Its purpose is to explore the current state of research on this topic, to investigate the theoretical perspectives framing the current research, to identify some of the benefits of using Web 2.0 technologies in second language learning, and to discuss some of the limitations of existing research. The review of research found that blogs and wikis have been the most studied Web 2.0 tools, while others, such as social networking applications and virtual worlds, have been less frequently explored. In addition, the most commonly investigated languages have been English as a Second/Foreign Language (ESL/EFL), Spanish, German and French. Considerably less research has been conducted on applying Web 2.0 technologies to less commonly taught languages, such as Arabic, Chinese, or Russian. Additionally, the language learning environments afforded by Web 2.0 technologies have greatly broadened the scope of topics explored in computer-assisted language learning (CALL): from earlier research which tended to concentrate on the traditional four language skills, to more recent topics such as learners’ identities, online collaboration, and learning communities. Although very few studies surveyed have actually examined students’ progress and learning outcomes associated with these tools, the most frequently reported benefit associated with Web 2.0 technologies is the favorable language learning environments they help to foster. Finally, this review found that much research on Web 2.0 technology and language learning is not clearly grounded in theory, and that a number of studies suffer from a set of common methodological limitations.