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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).

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