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Implications

Students‘ educational needs are ever-changing based on their future roles in the

world. One such recent change has been to make education more accessible through

distance learning methods. One area which is beginning to benefit from the increased

technology

access

is

foreign

language

classes.

To

encourage

student

achievement,

colleges and universities are creating courses both online and face-to-face which contain

multiple Web 2.0 technologies. At this time, limited empirical research supporting the

reliability or validity of these applications could be located. Those in academics

concerned with issues relating to Web 2.0 technologies are left to wonder how these

courses were designed and administered. How is data collected, maintained, and used?

Are these courses designed as new pedagogical approaches or are these new tools being

used to supplement current pedagogy? Whom do they serve?

This research effort represents the first study providing insights into the

phenomenon of Web 2.0 technologies as they relate to student achievement. As such, it

presents two major implications. First, these findings suggest participation in a Web 2.0

technology enhanced course may significantly enhance student knowledge,

understanding and communicative abilities in a language. Participation might enhance

classroom community and connectedness within the classroom. Further, it may not be

likely to change a student‘s attitude with respect to their self-reported level of learning.

Research findings also suggest not all students have positive experiences using Web 2.0

technologies.

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