communicative abilities in the language. Further, it was hypothesized that such
enhancements would positively affect classroom community scores which would serve as
predictors relative to posttest scores. Lastly, it was hypothesized that the use of Web 2.0
technologies would motivate students in language learning.
Research efforts began with a literature review that provided definitions for terms
and concepts associated with Web 2.0 and Web 2.0 technologies. This review also
explored the relationship between Web 2.0 and the integration of these tools in the
classroom. Research describing individuals‘ use, purpose, and perceptions of Web 2.0
associated tools was conducted and analyzed in the literature base.
Limitations identified in the current body of knowledge included the absence of
studies detailing the effect of multiple Web 2.0 technologies on student achievement
indicating that the application of Web 2.0 tools in the classroom is still in the infancy
stage. There were no documents located that explored the validity of the use of multiple
Web 2.0 tools used to enhance student achievement in an online community college
classroom. Similarly, no publications were identified that evaluated various Web 2.0
tools and their relationships with student achievement in online Spanish classrooms.
The review of literature served as impetus for research. This review was the
cornerstone influencing the research design that included the integration of various Web
2.0 technologies, pretest, posttest, Classroom Community Survey (CCS) and
asynchronous online interview. The methodology section provided a detailed summary of
the population (N = 141) as well as the sample where participants were delineated by
group (Web 2.0 and non-Web 2.0) and level (Beginning and Intermediate).