are instructed to research authentic materials to complete the assignment. Students peer
edit one another‘s work prior to final submission. An audience of peers can give students
a quasi-real audience in order to motivate and challenge them to produce their best work.
According to Purushotma (2008, p. 12) ―the motivational advantages to producing work
to be shared with a broader audience than just a teacher cannot be overstressed.‖
Students also engage in an interactive student activities manual. These activities
practice the four skills of reading, writing, listening and speaking. Students produce and
scenarios that students could encounter while in the Spanish speaking world. Students
watch authentic videos and post their reactions. They complete listening and reading
exercises using authentic texts and are required to think critically and respond. Students
are required to do web searches and research topics to create stories or articles. Students
participate in discussions about culture. They watch authentic videos and then react to
what they have seen. They are required to react to one another‘s posts. Students create
their own discussion topics as related to various countries and cultures studied in each
chapter as well. Students keep a blog diary of their progress in the target language.
Based on Web 2.0 research, tools such as blogs, discussions and wikis develop student
writing, editing and reading skills (Godwin-Jones, 2008; Alm, 2008; Ullrich et al., 2008,
Sykes et al., 2008; Dooly, 2008; Soares, 2008; Ramaswami, 2008; Thorne & Reinhardt,
2008). After 10 weeks of working with the language in depth and using Web 2.0 tools,
students will be given the posttest to measure their achievement.