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the advancement of technology, access to education opportunities is changing. There are

now more resources than ever as tools emerge that might narrow the gap between U.S.

and other nations as regards language literacies. Still, the following question remains:

what technologies advance students in their quest to become linguistically and culturally

prepared for the global society?

Purpose of the Study

To address the above question, the following mixed methods study will

investigate the impact of Web 2.0 technologies on student achievement. A triangulation

mixed methods design will be used; a type of design in which different but

complementary data will be collected on the same topic and the results will be compared

and contrasted (Creswell & Plano-Clark, 2006).

In this study, survey data will be

collected using the CCS (Classroom Community Scale) created by Dr. Alfred Rovai

(2002), and pretest and posttest data will be collected to measure the relationship between

the

factors

that

affect

student

achievement.

Concurrent

with

this

data

collection,

qualitative online interviews will explore the perceptions about Web 2.0 technologies and

student use in online language learning for students at a Midwestern community college.

The reason for collecting both quantitative and qualitative data is to bring together the

strengths of both forms of research to compare the results from two different perspectives

(Creswell, 2003; Punch, 1998).

The pretest is designed to establish prior knowledge of the students in order to

compare to the posttest data and measure student achievement. The pretest and posttest

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