Adopting Web 2.0 in English Writing Course

Abstract

In this chapter, the authors present a Web 2.0 collaborative learning approach that facilitates the English learning process for universities in Taiwan. In traditional English writing course, the lack of intensive interactions between students and teacher may not provide sufficient information for students to improve their writing content. In order to understand how web 2.0 and collaborative peer group facilitate English learning, the authors elaborate the collaborative learning process in both micro view and macro view. The micro view focuses on individual students’ viewpoint and their learning stages in web 2.0 collaborative learning. The macro view of learning approach focuses overall interactions between students, teacher and student peer groups. The proposed web 2.0 learning model allows learners to access abundant learning materials from their peer groups. Students can learn though peer interactions and enhance the learning motivation in the collaborative learning environment. By peer learning and competition, students can benefit from various learning resources by adopt web 2.0 concept in the collaborative English writing course.