Web 2.0 technologies such as blogs, Google Docs, and YouTube have become ubiquitous in today’s world of second and foreign language learning and have been the object of study (Wang & Vásquez, 2012), yet there is still a need to examine quantitatively and qualitatively how these tools impact the proficiency achievement levels of learners who use them. The purpose of this study was to explore the impact that blogs, Google Docs, and YouTube had on the achievement of college learners of Spanish as a foreign language. A mixed methods design was adopted. The quantitative data were collected from students (N=75) at the end of their intermediate class. The control had used traditional methods to develop the four basic skills, such as writing on paper with pencil, listening to audio files accompanying the text and work books, reading materials designed for language learners, and in class speaking activities, in pair or in group. The control group did not use the three selected technologies (N= 31), the two experimental groups had used the three selected technologies to produce and publish their output for 16 (N= 26) and 32 weeks (N=18). During this time, learners had to interact 1) among themselves through comments via the selected Web 2.0 technologies and 2) with more proficient users of the language in interviews recorded and published on YouTube. A one-way analysis of variance (ANOVA) was used to analyze the participants’ scores on the Spanish proficiency (STAMP) exam. Results yielded no significant differences between the control group and the treatment groups in the reading, listening, and speaking skills. However, there was a significant difference in the writing scores. The Post-hoc Sheffe test revealed a statistically significant difference between the control group and the group that used the used the three technologies for 16 weeks, but no significant difference between the control group and the group using the technologies for 32 weeks was found. Qualitative findings revealed that the participants perceived the three selected technologies impacted their writing, speaking, reading, and listening skills in that order. Writing was reported as the language skill that most benefited from using the three selected technologies. Participants claimed their vocabulary, grammar, writing styles, and fluency increased. Similarly, they reported their speaking fluency improved while their anxiety was lowered due to the use of the three technologies. Additionally, they reported gains in vocabulary and grammar structure from listening to and reading their peers’ contextualized output as well as incremental improvement in their ability to obtain the main idea and comprehend new vocabulary through constant reading and listening activities. Findings also established the value of peer feedback and its role in foreign language learning when using Web 2.0 technologies.

The use of instructional technologies has an impact on students' content acquisition and adds to class performance (Baylor and Ritchie, 2002). However, Beggs (2000) notes that research has shown that it is not only the technology that is important, but also how it is used that improves learning and increases pupils' interest. In view of this, since not much was known about the use of technologies in teacher training colleges in Malawi, this study was designed to establish how instructional technologies were used by tutors in those colleges. The technologies studied were chalkboards, flip charts, overhead projectors, videos, computers, and local resources from the environment. The research questions were (a) How often did tutors use instructional technologies in their teaching? (b)What reasons did tutors have for using and not using instructional technologies in their teaching? (c)How did college tutors perceive their competence levels in using instructional technologies? (d)What attitudes did the college tutors have towards the use of instructional technologies? (e)What did tutors consider important factors in influencing their use of instructional technologies? The sample consisted of tutors from Karonga, Lilongwe, St. Joseph's, Blantyre, and Montfort Teacher Training Colleges, who completed a survey designed to address the research questions. In addition to the tutors, a snapshot study was conducted with faculty at Domasi College of Education to establish how use of computer technology was established and sustained and what lessons could be learned that could assist the teacher training colleges as they encourage computer use among their tutors. The results of the survey that was conducted with the tutors revealed that there was infrequent use of higher order instructional technologies i.e. overhead projectors, videos, and computers, which was attributed to lack of training, unavailability of the technologies, and lack of maintenance. The failure to use the locally available resources by some of the tutors was attributed to lack of creative thinking as well as lack of initiative to use the local environment in their teaching. Constant training and peer support on how to use the instructional technologies are some of the lessons to be learned from Domasi College of Education. The study concludes with a suggested process for how government and the teacher training institutions can work collaboratively to maximize the use of instructional technologies in the teaching and learning process for prospective teachers. Several possibilities for further research on the use of instructional technologies have been highlighted. / Ph. D.