Recent years have seen the emergence of Web 2.0 in English as a Foreign Language (EFL) teaching and learning, in which students are exposed to an online space where they are not only passive recipients of the featured content but actively engaged in a dynamic interaction and construction of their knowledge and understanding. This study illuminates the nature of Web 2.0 technology integration in EFL writing and examines how the interactive and collaborative features of blogs and wikis were incorporated into an undergraduate writing course in Taiwan. This study adopted mixed research methods to explore the pre-determined dimensions and underlying factors related to and influencing learner satisfaction. A total of 37 Taiwanese EFL students were recruited. At the end of the writing course, they filled out the demographic and learner satisfaction survey online. Sixteen students and the instructor took part in the interviews. The quantitative data were collected from the survey and writing test scores, while the qualitative data were collected from retrospective interviews, online archived assignments, course-related materials, and observations. Correlation analysis was applied to identify the association between the different dimensions and factors with learner satisfaction. Descriptive statistics, interview data and writing test scores were analyzed to determine the impact of the different factors on learner satisfaction. Dimensions and factors correlated with learner satisfaction include: (1) course dimension—course effectiveness; (2) technology dimension—perceived usefulness (of wikis), perceived usefulness (of blogs), perceive ease of use (for blogs); (3) environmental dimension—learner community support, peer assessment system (for wikis); and, (4) instructor dimension—instructor feedback timeliness. No factors in the learner dimension were found to be associated with learner satisfaction. According to the instructor and students' reflections, the technology background of Taiwanese university students, and their learning needs and culture can explain the findings related to their satisfaction with the blog- and wiki-supported writing course. In light of the findings, several implications are drawn for instructional design, classroom practice and research methods in EFL writing. / text

This thesis aims to focus on relational controversy about the causes behind the inconsistency in number of students who use a Web 2.0 application named "LibGuide" inside the Linnaeus University and the attempts of program coordinator to develop certain strategies to perform a better use of it in a particular department of Healthcare. The nature of the problem will be discussed, suggesting that how the these strategies maintained a high significant of use in that department. The research foregoes, as it uses a process of translation which are the moments of struggles by a program coordinator to impose itself by its role to the definition of the situation. The research suggests a network within which the series of processes and interrelation of the sociotechnical role of each member is drawn and allocated.

Language acquisition in the digital realm is currently being explored by members of the second language acquisition community. Social networks in particular are well suited to provide the modern language learner and educator with collaborative tools. This study explores the potential of the Facebook group utility in assisting university language learners from a variety of language proficiency levels in their language learning endeavors. Participants represented four different Spanish classes at the university level. The results of the study indicate that resource sharing, student collaboration, and continuous learning are among the more fascinating benefits for pedagogical exchange in the selected common digital space.

This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.