Integration of Web 2.0 Technologies into the Process of Students’ Self-Directed English Learning

Julia V Shishkovskaya,Elvira Ya Sokolova

doi:10.5901/mjss.2015.v6n2p541

Abstract

The recent study of the integration of Web 2.0 technologies effect on students’ self-directed English learning and critical thinking skills updates the results and findings reported by the researches in this field. The purposes of this article is to analyze what constitutes the integration of Web 2.0 technologies into the process of students’ self-directed English learning, to show what Web 2.0 tools can be used reasonably to intensify the students’ motivation which results in the deliberate self-directed learning, and to elaborate upon various theories and researches concerning Web 2.0 technologies. The paper shows the real evidence of the development of foreign language communicative competences and skills including: reading, listening, speaking and critical thinking through such tools as podcasts, wiki and video online and offline, collaboration with one another in the form of peer review, self-reflection and making a blog. It was that concluded that it is necessary to develop and practice pedagogy and instructional strategy, along with the use of Web 2.0 technologies in order to achieve increased students’ performance and efficiency of students’ self-directed learning. It is to be emphasized that the specified problem needs further research to analyze the ways in fostering and benefiting student learning through Web 2.0 tools. DOI: 10.5901/mjss.2015.v6n2p541

Highlights

At present, in the realm of EFL teaching we face an urgent necessity to develop a linguistic personality who tends to selfdirected learning foreign languages and cultures, to using huge amounts of information in a foreign language
We have to explore the current EFL teaching process in order to upgrade the material for self-directed learning, develop new teaching methods, techniques, and tutorials, and implement various types of self-directed exercises based on modern computer technologies
The aim of the scientific research conducted on the basis of National Research Tomsk Polytechnic University (NR TPU) was to verify the pedagogical efficiency of the integration of Web 2.0 technologies into the students’ self-directed English learning process inside the academic setting

Summary

Introduction

In the realm of EFL teaching we face an urgent necessity to develop a linguistic personality who tends to selfdirected learning foreign languages and cultures, to using huge amounts of information in a foreign language. We consider self-directed learning as an educational activity focused on the integrated development of the informational, learning and foreign language communicative competences. This process is based on the competency building approach, and is put into practice by students’ self-directed learning of a new topic (by means of using authentic Internet-sources – blogs, podcasts, sites, video, etc.); students’ self-directed use of Web 2.0 tools to gather, compile and publish a new information in a foreign language; students’ self-directed evaluation of the their educational activities outcome and its correcting. We determined the following criteria: a) Motivation to the use of Web 2.0 tools. b) Knowledge about the sources of the foreign information. c) Knowledge about principles and techniques of dealing with foreign information based on Web 2.0 technologies. d) Skills of gathering, compiling, sharing the foreign information using Web 2.0 technologies. e) Skills of using Web 2.0 technologies according to the stated objectives. f) Skills of defining the objective and ways of its pursuing using Web 2.0 technologies. g) Skills of forecasting, analyzing, and evaluating the work results. h) Appropriate use of English writing, speaking, listening, and reading skills

Scientific Research

Results

Conclusion