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DeGennaro (2008) describes an example of Web 2.0 tools used in an educational way by

a group of students who convinced their advisors to use instant-messaging technologies in

which students and advisors co-constructed goals, solutions, and "argued to learn" (p. 12).

Most research done on the use of wikis in the L2 classroom has been explanatory

and exploratory in nature (Godwin-Jones, 2003; Thorne & Payne, 2005). Most research

has been in the varied and creative uses wikis have played in the classroom. These uses

include the application of wikis to connect methodology classes amongst universities

(Lomicka, Lord, Ducate, & Arnold, 2007), to examine students‘ content and composition

development such as with peer editing (Oskoz & Elola, 2008), and for assessment

purposes in writing classes (Kost, 2007). Based on an examination of these studies, it

was found that writing improves based on the mediated context of a wiki.

The current lack of research and depth of literature in the field is evident,

especially when considering studies involving rigorous and through investigation of the

effect of Web 2.0 technologies. The dearth of information is more profound when

narrowing the lens of research to the field of foreign language. Nevertheless, these and

other emerging studies, along with ever evolving technological possibilities in the field,

indicate a shift toward Web 2.0 activities with educational value. The study‘s distinct

combination of Web 2.0 technologies was chosen to facilitate the examination of the

effect on the language learning process.

The purpose of this triangulation mixed-methods study is to learn about the

impact of the use of Web 2.0 technologies on the language learning process of

community college language students by merging both quantitative and qualitative data.

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