Language Learning and Technology: "An Overview of the Web 2.0 Tools"


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Language Learning and Technology: An Overview of the Web 2.0 Tools

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Language Learning and Technology: "An Overview of the Web 2.0 Tools"

  1. 1. Language Learning and Technology:An Overview of the Web 2.0 Tools D r. F erit K I L I Ç K A Y A M iddle E ast T echnical U niversity T he 1st Student C onference on L anguage and L iterature K aradeniz T echnical U niversity M arch 8 2012 ,
  3. 3. IntroductionTechnology in all parts of our livesEasier for people to communicate throughout theworld • Discussion boards, Instant messaging, chat, WIKIs, Social Networking tools, etc.Friedman (2005) “The world is being leveled”,and this leveling process is continuing on everyminute.
  4. 4. Introduction-2 As for education, it is becoming more important to study the integration of technology. Today, a new generation  communication  interaction
  5. 5. Introduction-3 «Our students have changed radically. Today’s students are no longer the pupils our educational system was designed to teach.» (Prensky, 2001, p. 1)
  6. 6. Introduction-4 Watson (2010, p. 15):  Teachers may face a conflict of teaching and learning styles. Older teachers generally teach face to face and proceed in a logical or step-by-step basis. In contrast, younger students tend to jump around from one idea or thought to another and expect sensory- laden environments as a matter of course. They also want instant results and frequent rewards, whereas many teachers regard learning as slower and serious and consider that students should just keep quiet and listen.
  7. 7. Introduction-5 Students are far more advanced in terms of using technology compared to teachers?
  8. 8. Introduction-6Kennedy, Judd, Dalgarnot, & Waycott (2010).  Key findings  Advanced technology user students are in a minority  Only standard web-based applications and mobile phones on a relatively frequent basisstudents of our century  better adapt technology into their daily life and communication  using social networking sites such as Facebook
  9. 9. Introduction-7However, this does not mean that  Students can infuse technology into their studies or learning practices (Legutke, Müller-Hartmann, & Ditfurth, 2007; Von der Heiden, Fleischer, Richert, & Jeschke, 2011).
  10. 10. Introduction-8Then,Teachers should be of the fact that  technology should be used provided that it will  facilitate meaningful classroom activities, rather than an alternative to classroom teaching.
  11. 11. Introduction-9The first question to ask while using technologyin the classroom Will the students benefit from the technology?
  12. 12. Introduction-10To use technology correctly as a pedagogical tool,We have to decide  which tools will help which skill?  Which tool will worth using?
  13. 13. Introduction-11First-generation Web READ ONLY One-way communication E-mails, discussion boards, instant messaging
  14. 14. Introduction-12Second-generation Web READ/WRITE/SHARE/COMMENT Two-way communication Blogs, Wikis, Social Networks,
  15. 15. USEFUL WEB 2.0 TOOLS
  16. 16. Web 2.0 Tools- Edmodo Edmodoa free social learning platform to increasecommunication and collaboration amongstudents and even teachers as well asschools.provides a secure way for teachers andlearners to share and collaborate with eachother in addition to access to thecoursework such as assignments andhomework (Kılıçkaya, 2012).
  17. 17. Web-authoring tools-WordChamp WordChampaims to help learners improve theirvocabulary providing definitions to thewords in any web page or text,accompanied by pronunciations.allows creating vocabulary lists andprovides the opportunity to download themas MP3 and flash cards (Kılıçkaya, 2007).
  18. 18. Web-authoring tools-StoryJumper StoryJumpera website that allows kids to create theirown books, using photos and/or dravings.
  19. 19. Web-authoring tools-Voxopop Voxopopa free voice-based learning platformaiming to improve language students’ oralskills in the target language.considered as a message or discussionboard where students communicate witheach other and their teacher using aspecialized interface rather than typingtheir messages (Kılıçkaya, in press).
  20. 20. Web-authoring tools-VoiceThread VoiceThreadallows teachers and students to recordmaterials which can be text and audiocomments on uploaded texts images,presentations or videos. VoiceThread can beused as an asynchronous communicationwhich users can plan the presentations andcontribute to these presentations withcomments as both in text and voice form((Kılıçkaya, 2010a).
  21. 21. Web-authoring tools-Websites/Listening Websites/Listening English Listening Online Randall’s ESL Cyber Listening Lab Breakingnewsenglish
  22. 22. Web-authoring tools-Text-to-Speech Text-to-SpeechSpeech synthesis or text to speechtechnology (TTS), widely known as thespeech generated by commercial software,can be used to create digital audiomaterials for listening comprehension inclasses of English as a foreign language(Kılıçkaya, 2011a, 2011b).AT&TACAPELA
  23. 23. Web-authoring tools-PBworks JingA screen casting software that can beused to provide audio-visual feedback onstudents’ writing (Stannard, 2008; Hynson,2012)
  24. 24. Web-authoring tools-PBworks PBworkspreviously known as PBwiki, providesespecially educators with the easiest wayto collaborate with their colleagues orstudents through the internet. With the helpof PBworks, unlimited pages and unlimitedrevisions including Google gadgets,YouTube and Teacher tube videos,slideshows, and files (2 GB is free) can beeasily published (Kılıçkaya, 2008)
  25. 25. Web-authoring tools-QuizStar QuizStar•An online web-based quiz maker used tocreate online quizzes, allowing to create,administer, disseminate, automaticallygrade quizzes and view results for avariety of topics and subjects (Kılıçkaya,2008).
  26. 26. References• Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first Century. New York: Farrar, Straus, & Giroux.• Hynson, Y. T. A. (2012). An innovative alternative to providing writing feedback on students’ essays. Teaching English with Technology, 12(1), 53-57. Retrieved from• Kennedy, G., Judd, T., Dalgarnot, B., & Waycott, J. (2010). Beyond natives and immigrants: Exploring types of net generation students. Journal of Computer Assisted Learning, 26, 332-343. Retrieved from• Kılıçkaya, F. (in press). Voxopop: Voice-based discussion for language classrooms. AATSEEL Newsletter, 55(2).• Kılıçkaya, F. (2012, February). Edmodo: Make your language clasroom a community. The AATSEEL Newsletter, 55(1), 7-10. Retrieved from• Kılıçkaya, F. (2011a, October). Using speech synthesis in foreign language classes. The AATSEEL Newsletter, 54(3), 6-7. Retrieved from
  27. 27. References• Kılıçkaya, F. (2011b). Improving pronunciation via accent reduction and text-to-speech software. In M. Levy., F. Blin, C. B. Siskin, O. Takeuchi (Eds.), WorldCALL: International perspectives on computer-assisted language learning, (pp. 85-96). NY: Routledge.• Kılıçkaya, F. (2010a). Going beyond the conversation in the language classroom: VoiceThread. Proceedings of ICONTE (International Conference on New Trends in Education and Their Implications) (pp. 48-52). Antalya: ICONTE. Retrieved from• Kılıçkaya, F. (2010b, December). Creating Language Quizzes: QuizStar.The AATSEEL Newsletter, 53(4), 5-6. Retrieved from• Kılıçkaya, F. (2008). Pbwiki: Web 2.0 tool for collaboration. Teaching English with Technology, 8(2). Retrieved from• Kılıçkaya, F. (2007). Website review: WordChamp: Learn language faster. Educational Technology & Society, 10(4), 298-299. Retrieved from
  28. 28. References• Legutke, M. K., Müller-Hartmann, A., & Ditfurth, M. S. (2007). Preparing teachers for technology-supported ELT. In J. Cummins and C. Davison (Eds.), International handbook of English language teaching, (pp. 1125-1138). New York: Springer.• Prensky, M. (2001a, September/October). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved from• Stannard, R. (2008). A new direction in feedback. Humanising language teaching, 10(6). Retrieved from• Watson, R. (2010). Future minds: How the digital age is changing our minds, why this matters, and what we can do about it. Boston: Nicholas Brealey Publishing.• Von der Heiden, B., Fleischer, S., Richert, A., & Jeschke, S. (2011). Theory of digital natives in the light of current and future e-learning concepts. IJET, 6(2), 37-41. Retrieved from
  29. 29. Thank you for your attention. Q & A Session Dr. Ferit Kılıçkaya Middle East Technical University Faculty of Education Department of Foreign Language EducationÜniversiteler Mah. Dumlupınar Bul. No. 106800 Ankara, Turkey E-mail: Phone: +903122103667 Fax: +903122107969 Webpage: