Language Learning: The Merge of Teletandem and Web 2.0 Tools

Purchase or Subscription required for access

Purchase individual articles and papers

Subscribe for faster access!

Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).

Already have access?

Institutional Subscription

You don't appear to be accessing the site through a subscribing institution (your IP address is 44.192.107.255).

If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.

You can search for your instition by name or by location.

Login via Institution

Authors

Carla Abreu-Ellis, Jason Brent Ellis, Abbie Carle, Jared Blevens, Ashland University, United States ; Aline Decker, Universidade do Estado de Santa Catarina, Brazil ; Letícia Carvalho, Patrícia Macedo, Universidade Federal Rural do Rio de Janeiro, Brazil

JILR Volume 24, Number 4, October 2013 ISSN 1093-023X

Abstract

The following action research provides an overview of student’s perceptions of the incorporation of Web 2.0 technologies into in-tandem language learning activities. American and Brazilian college students were partnered in order to work in-tandem through pre-determined language activities using Web 2.0 technologies to learn a second language, prior to studying abroad. Findings indicated both advantages and pitfalls of incorporating Web 2.0 technologies from a learner centered perspective. Implications for program change included clear directives and protocols for text-based communications between peers and providing back-up options for students when technologies fail to work or are unavailable.

Citation

Abreu-Ellis, C., Ellis, J.B., Carle, A., Blevens, J., Decker, A., Carvalho, L. & Macedo, P. (2013). Language Learning: The Merge of Teletandem and Web 2.0 Tools. Journal of Interactive Learning Research, 24(4), 353-369. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/39333.