Delimitations narrow the scope of the study (Creswell, 2003), which for this
research means that participants will be narrowed to Spanish language students at a small
community college in the Midwest who are enrolled in a beginning or intermediate online
Spanish language class in Spring 2009. Findings cannot be generalized to all students.
Participants do not always voluntarily enroll and pay student fees to take a foreign
language class. It is assumed that most students at the community college are taking a
language as a degree requirement rather than as a personal fulfillment course. The
courses are articulated for direct transfer to local 4-year universities. It is assumed that a
substantial connection must occur in these basic language courses in order for students to
continue past the basic degree requirements. Further assumptions require that students
will reflect on their experiences with honesty and clarity.
Significance of the Study
Understanding student experiences of Web 2.0 technology tools in their language
learning answers questions about how to design curriculum to enhance and promote
language learning. The study may help educators understand what experiences are
internalized by students through using Web 2.0 technology. The study will help to answer
the question of what effect these technology tools have on student achievement in
language learning. If this study indicates that Web 2.0 technology positively impacts
student achievement, similar curricula modifications might be considered.