will be carefully designed to accurately assess student achievement in a language, and it
will be validated by a content expert. See Appendices J and K.
Throughout the class, students will use Web 2.0 technologies in the course for
assignments, communication and practice. Based on research, the implementation of
Web 2.0 applications such as podcasts, mp3s and authentic videos helps students develop
their speaking and listening skills (Anderson, 2007; O‘Bryan & Hegelheimer, 2007;
Abdous et al., 2009; Oxford, 2008; Alm, 2008; Sykes et al., 2008). In this study, the
projects in which students engage will involve these sorts of skill-getting activities. These
technologies require the learner to shift from information seeker to content producer. In
the course students produce authentic content for a ―real‖ audience (Ramaswami, 2008;
Soares, 2008). The audience is important as it motivates and values the work produced
by the students (Warschauer, 2006). Warschauer (2006) describes how a middle school
Spanish class from Howard Middle School in Maine ―authored, formatted and printed out
children‘s books in Spanish that were distributed via a humanitarian organization to
children living at the Guatemala City garbage dump.‖ (2006, p. 71) In this study the
authentic writing assignment promoted motivation and purpose based on the authentic
real‖ audience who received the assignment (Warschauer, 2006). Although the students
in the Web 2.0 enhanced course do not create material for an ―authentic‖ audience, they
do create materials for a quasi-authentic audience of their peers.
Students are required to complete six compositions in various creative formats.
These authentic formats include letters, travel guides, fables, newspaper articles,
interviews and diary entries. Students are given basic requirements and directions and