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community, connectedness and learning by participants between groups (w/Web 2.0 and

w/o Web 2.0).

Qualitative research methodology was used in order to gather the first-person

perspective of the students on their uses of Web 2.0 technology in language learning.

There was a need to capture the voices and see emergent patterns in the students‘ actions

since

they

were

active

participants

in

the

use

of

this

new

technology.

A

phenomenological online asynchronous interview was utilized to enable the researcher to

collect diverse first-person experiences (Thomas & Pollio, 2002). This type of research

is one in which the participant is able to share his or her experiences about a phenomena

with little to no involvement from the researcher (Appendix B). The quality of the

interviews, rich with details of both negative and positive experiences, show evidence of

student experiences in spite of the power imbalance between student and instructor. The

interviews provide succinct responses to the interview questions.

The online asynchronous interview used five open ended questions and was

administered online through the course management system, Angel, during the summer

and fall 2009 quarter at a Midwestern community college. The online interview was an

optional part of two online Spanish courses course, one beginning Spanish course (first

quarter language class) and one intermediate Spanish course (third quarter language

course) (Appendix B). The research questions asked were:

1) What are student experiences with Web 2.0 technologies for community college

students in Spanish classes?

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