Generation Y, Learner Auonomy and the Potential of Web 2.0 Tools for Language Teaching and Learning

Morgan, L

Generation Y, Learner Auonomy and the Potential of Web 2.0 Tools for Language Teaching and Learning

Morgan, L

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Publisher:: University of the Fraser Valley Press
Publication Type:: Conference Proceeding
Citation:: Education and Technology: Innovation and Research. Proceedings of ICICTE 2011, 2011, pp. 591 - 591
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Morgan, L https://orcid.org/0000-0001-9314-3497	en_US
dc.contributor.editor	Fernstrom, K	en_US
dc.contributor.editor	Tsolokidis, C	en_US
dc.date	2011-07-07	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	Education and Technology: Innovation and Research. Proceedings of ICICTE 2011, 2011, pp. 591 - 591	en_US
dc.identifier.uri	http://hdl.handle.net/10453/19399
dc.description.abstract	This paper critically examines the concept of learner autonomy in the context of a model of language teaching and learning that seeks to exploit the potential of Web 2.0 tools. The development of Web 2.0 tools in language teaching and learning has the potential to greatly enhance the opportunities available for students to make meaningful use of their target language in real time contexts and increasingly, students are turning to the web for their own, independent, language learning. The paper draws on survey and interview data from a group of Australian undergraduate students to establish their needs in terms of developing autonomous learning skills and dispositions.	en_US
dc.publisher	University of the Fraser Valley Press	en_US
dc.relation.ispartof	Education and Technology: Innovation and Research. Proceedings of ICICTE 2011	en_US
dc.relation.ispartof	International Conference on Information Communication Technologies in Education	en_US
dc.title	Generation Y, Learner Auonomy and the Potential of Web 2.0 Tools for Language Teaching and Learning	en_US
dc.type	Conference Proceeding
utslib.location	Fraser Valley, Canada	en_US
utslib.location.activity	Rhodes, Greece	en_US
utslib.for	13 Education	en_US
utslib.for	130306 Educational Technology and Computing	en_US
dc.location.activity	Rhodes, Greece	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2011-07-09	en_US
pubs.place-of-publication	Fraser Valley, Canada	en_US
pubs.start-date	2011-07-07	en_US

Abstract:

This paper critically examines the concept of learner autonomy in the context of a model of language teaching and learning that seeks to exploit the potential of Web 2.0 tools. The development of Web 2.0 tools in language teaching and learning has the potential to greatly enhance the opportunities available for students to make meaningful use of their target language in real time contexts and increasingly, students are turning to the web for their own, independent, language learning. The paper draws on survey and interview data from a group of Australian undergraduate students to establish their needs in terms of developing autonomous learning skills and dispositions.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/19399