Affiliation:
1. University of the West Indies – St. Augustine, Trinidad and Tobago
Abstract
Web 2.0 technologies are omnipresent in the lives of the digital natives who are the majority of learners in the language centre's non-specialist programme. However, there is no automatic transfer from personal to pedagogical use especially when linguistic and intercultural competence is also at play. The Japanese and Chinese teachers, who are the chapter's co-authors see technology as an affordance and thus necessary for developing their students' proficiency. The chapter examines learners' perspectives on the technology used and whether it facilitates the degree of engagement intended.
Reference38 articles.
1. Angell, J., DuBravac, S., & Gonglewski, M. (2007). Towards higher ground: Transforming language labs into language centers. IALLT Journal of Language Learning Technologies, 39(1). Retrieved Nov 10, 2011, from http://ialltjournal.org/index.php/ialltjournal/issue/view/18
2. Participation, expectation and motivation;F.Beaton;Adults learning languages. A CILT guide to good practice,2004
3. Social dimensions of telecollaborative language study.;J. A.Belz;Language Learning & Technology,2002
4. Linguistic perspectives on the development of intercultural competence in telecollaboration.;J. A.Belz;Language Learning & Technology,2003