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technologies as being a distraction. Learners found themselves working online and

visiting websites for diversion and not educational purposes. Distractions while learning

decrease motivation and therefore less attention in working memory is devoted to the task

at hand (Brooks & Shell, 2007). Crook & Harrison (2008) surveyed students from 27

schools about their experiences using these technologies. Several cited Web 2.0 tools as

a distraction often a temporary one, to their learning. Information overload was reported

as another negative effect of Web 2.0 technologies in learning. Anderson (2007) agrees

that students may incur information overload due to the multitude of ways to access

information and the anxiety this could cause. Negative case analyses determined that

some students felt these new technologies were not necessary and they did not help.

Chumley-Jones (2002) reported in their reviews on web-based learning that using the web 2.0

technologies improved post test scores, but it was not significant. Additional studies by

Shimazu (2005) and Harter and Harter (2004) support this and indicated that there was no

significant difference in the online groups versus those groups who did not work online.

Student scores were compared within and between each group and no significance was

reported. The last negative descriptor used to describe Web 2.0 technologies in the

student interviews was the difficulty using technology. Vaidhyanathan (2008) describes

this problem as the generational myth that all young people are tech savvy. He reports

that within every class of students there is a variance of comfort, skill and ability with


Students need to feel motivated to learn the language. While a few negative cases

cited Web 2.0 tools as being distracting, the predominant feeling expressed was that Web

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