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Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

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Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

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dc.contributor.author Dizon, Gilbert es_ES
dc.contributor.author Thanyawatpokin, Benjamin es_ES
dc.date.accessioned 2019-01-25T08:09:02Z
dc.date.available 2019-01-25T08:09:02Z
dc.date.issued 2018-07-31
dc.identifier.uri http://hdl.handle.net/10251/116114
dc.description.abstract [EN] Web 2.0 technologies have become an integral part of our lives, transforming not only how we communicate with others, but also how language is taught and learned in the L2 classroom. Several studies have looked into the use of these tools and how they influence L2 learning (e.g. Jin, 2015; Wang & Vásquez, 2014), yet only one has compared the effects of two Web 2.0 technologies (Castaneda Vise, 2008). Thus, the aim of this study was to compare the impact that Facebook and blogs had on the writing skills, namely, writing fluency, lexical richness, and syntactic complexity, of Japanese EFL learners. Moreover, the authors examined the influence blogging and Facebook had on interaction, i.e., the number of comments the learners posted outside of class. Student attitudes towards using these tools for written English were also measured through a survey based on the technology acceptance model (Davis, 1989). Twenty-three students at a Japanese university participated in the study and were divided into a Facebook group (n = 14) and a blog group (n = 9) according to their classes. Both groups took part in a ten-week treatment consisting of weekly guided free-writings on their respective Web 2.0 applications. Pre- and post-tests were administered and non-parametric statistical tests were used to determine if any significant writing gains were made. It was found that students in both blogging and Facebook groups showed similar improvements in writing skills. However, blogging seemed to be more effective at promoting interaction and students who took part in this group retained more favorable attitudes on using blogging for L2 writing. It was concluded that Facebook may indeed present an environment where students can be distracted from more formal educational pursuits (e.g. Wang & Kim, 2014) even when they are in private Facebook groups, while blogging may support a more serious environment for improving L2 writing skills. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof The EuroCALL Review
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Web 2.0 es_ES
dc.subject Computer-assisted language learning es_ES
dc.subject L2 writing es_ES
dc.subject EFL es_ES
dc.subject Facebook es_ES
dc.subject Blogs es_ES
dc.title Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction es_ES
dc.type Artículo es_ES
dc.date.updated 2019-01-24T13:58:26Z
dc.identifier.doi 10.4995/eurocall.2018.7947
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Dizon, G.; Thanyawatpokin, B. (2018). Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction. The EuroCALL Review. 26(1):29-42. https://doi.org/10.4995/eurocall.2018.7947 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2018.7947 es_ES
dc.description.upvformatpinicio 29 es_ES
dc.description.upvformatpfin 42 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 26
dc.description.issue 1
dc.identifier.eissn 1695-2618
dc.subject.asignatura Internet y redes sociales en el aula 32078 / W - Programa de doctorado en lenguas y tecnología 2145 es_ES
dc.subject.asignatura Internet y redes sociales en el aula 32078 / X - Máster universitario en lenguas y tecnología 2139 es_ES
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