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Delimitations

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.

Assumptions

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.

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