Generation Y, Learner Autonomy And The Potential Of Web 2.0 Tools For Language Learning And Teaching

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dc.contributor.author Morgan, Liam en_US
dc.contributor.editor en_US
dc.date.accessioned 2012-10-12T03:33:47Z
dc.date.available 2012-10-12T03:33:47Z
dc.date.issued 2012 en_US
dc.identifier 2011003828 en_US
dc.identifier.citation Morgan Liam 2012, 'Generation Y, Learner Autonomy And The Potential Of Web 2.0 Tools For Language Learning And Teaching', Emerald, vol. 29, no. 3, en_US
dc.identifier.issn 1065-0741 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/18294
dc.description.abstract Purpose of this paper - The purpose of this paper is to examine the relationship between the development of learner autonomy and the application of web 2.0 tools in the language classroom. Design/methodology/approach - The approach taken is that of qualitative action research within an explicit theoretical framework and the data was collected via surveys and through the analysis of learner diaries. Findings - Although the students were found to have high-level skills in relation to the use of web 2.0 tools, it was also found that explicit teaching is needed to maximize the potential of these tools. Research limitations/implications - Future research in this area is needed to develop a stronger research base around the student use of web 2.0 to enhance their learning of second languages. Practical implications - The paper highlights a need for teachers to engage in discussions with students around the use of web 2.0 tools beyond the classroom and to model effective use of these within the classroom. Social implications - The paper seeks to explore the implications of the development of web 2.0 skills by students and seeks to contribute to the current thinking around the use of social media by Gen-y students. en_US
dc.language English en_US
dc.publisher Emerald en_US
dc.relation.isbasedon en_US
dc.title Generation Y, Learner Autonomy And The Potential Of Web 2.0 Tools For Language Learning And Teaching en_US
dc.parent Campus-Wide Information Systems en_US
dc.journal.volume 29 en_US
dc.journal.number 3 en_US
dc.publocation UK en_US
dc.identifier.startpage en_US
dc.identifier.endpage en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 080700 en_US
dc.personcode 950810 en_US
dc.percentage 34 en_US
dc.classification.name Library and Information Studies en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords Second a??Language teaching; learner autonomy; web 2.0 tools; self-efficacy en_US
dc.staffid en_US
dc.staffid 950810 en_US


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