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(Grunwald, 2007). O‘Bryan and Hegelheimer (2007) found that podcasting allowed for

an extension of class time and utilization of authentic input and opportunities for target

language practice. Students self-reported listening to podcasts multiple times based on

the

accessibility

of

materials.

Enhancement

was

a

theme

which

emerged

from

the

asynchronous online interviews, and was supported in research. Web 2.0 technologies

can facilitate learning by engaging learners in real tasks and using authentic materials

(Duffy & Cunningham, 1996; Honebein, 1996). Another common theme described by

students while using Web 2.0 technologies in language learning was that the experience

was ―pleasureful‖ or ―fun‖. Kubey & Csikszentmihalyi (2004) describe this ―pleasure‖

as a ―flow-like‖ experience which ―accompanies the increased mastery of most any

human endeavor‖ (p.53). This theory is also supported in another study done by Smart &

Cappel (2006) which found that students rated online learning as significantly higher in

terms of being a more effective and fun way to learn. The last theme that students used

to describe their experiences was ease of use. In the same study done by Smart & Cappel

(2004), ease of use was one the themes students found to describe their online

experiences using Web 2.0 tools.

Some students also reported negative experiences that might have hindered or

could hinder language learning. O‘Bryan and Hegelheimer (2007) in their podcasting

study identified the limited access by some students to technologies such as Mp3 players.

There was a similar finding in the negative case analysis of the interviews. Interviewees

reported

potential

lack

of

technology

access.

Students

also

described

Web

2.0

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