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.