Generation Y, Learner Autonomy And The Potential Of Web 2.0 Tools For Language Learning And Teaching

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dc.contributor.author Morgan, L
dc.date.accessioned 2012-10-12T03:33:47Z
dc.date.issued 2012-01
dc.identifier.citation Campus-Wide Information Systems, 2012, 29 (3)
dc.identifier.issn 1065-0741
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/18294
dc.description.abstract Purpose of this paper - The purpose of this paper is to examine the relationship between the development of learner autonomy and the application of web 2.0 tools in the language classroom. Design/methodology/approach - The approach taken is that of qualitative action research within an explicit theoretical framework and the data was collected via surveys and through the analysis of learner diaries. Findings - Although the students were found to have high-level skills in relation to the use of web 2.0 tools, it was also found that explicit teaching is needed to maximize the potential of these tools. Research limitations/implications - Future research in this area is needed to develop a stronger research base around the student use of web 2.0 to enhance their learning of second languages. Practical implications - The paper highlights a need for teachers to engage in discussions with students around the use of web 2.0 tools beyond the classroom and to model effective use of these within the classroom. Social implications - The paper seeks to explore the implications of the development of web 2.0 skills by students and seeks to contribute to the current thinking around the use of social media by Gen-y students.
dc.language English
dc.publisher Emerald
dc.relation.isbasedon 10.1108/10650741211243184
dc.title Generation Y, Learner Autonomy And The Potential Of Web 2.0 Tools For Language Learning And Teaching
dc.type Journal Article
dc.parent Campus-Wide Information Systems
dc.journal.volume 3
dc.journal.volume 29
dc.journal.number 3 en_US
dc.publocation UK en_US
dc.identifier.startpage en_US
dc.identifier.endpage en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 1303 Specialist Studies In Education
dc.personcode 950810
dc.percentage 100 en_US
dc.classification.name Specialist Studies in Education en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords Second a??Language teaching; learner autonomy; web 2.0 tools; self-efficacy en_US
dc.description.keywords Second âLanguage teaching
dc.description.keywords learner autonomy
dc.description.keywords web 2.0 tools
dc.description.keywords self-efficacy
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
utslib.copyright.status Closed Access
utslib.copyright.date 2015-04-15 12:17:09.805752+10


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