Abstract
Web 2.0 has immensely impacted language learning since the mid 2000s (Reinhardt, 2019). The term was coined by Tim O’Reilly in 2004 to suggest the evolution of the web to interactivity, collaboration and openness (Boulos and Wheelert, 2007). “Web 1.0 was commerce. Web 2.0 is people” (Singel, 2005), who are now active participants, instead of passive recipients of education.
 Social media are the Web 2.0 applications that gained greatest popularity among foreign language students and professionals. Among them, wikis, blogs and social media are most influential for language teaching, and attracted considerable academic research (Reinhardt, 2019).
 In this research paper, the focus is on wikis, as accessible and simplified means for collaboration (Reinhardt, 2019). For example, by using this collaborative technology, foreign language students are allowed to write a text together, define terms and concepts, brainstorm, revise the work of others, critically reflect, and many more (Kessler, 2009; Ducate, Anderson and Moreno, 2011). From learners’ perspective, wikis are enjoyable, engaging, motivating and rewarding (Lund, 2008; Aydin and Yildiz, 2014; Wang, 2014). Yet, some scholars have raised issues about information accuracy (Ducate, Anderson and Moreno, 2001), participation resistance (Lund, 2008) and unequal contribution (Arnold, Ducate and Kost, 2009), which might make the use of wikis by educators problematic
Highlights
Web 2.0 has immensely impacted language learning since the mid 2000s (Reinhardt, 2019)
This paper discussed wikis from different angles to reach the conclusion that the great interest in this language learning tool is justified by the differentiated results it can deliver
Web 2.0 is not just a buzzword in education, and teachers need to familiarise themselves with its various platforms to make foreign language tutoring more relevant and effective
Summary
Web 2.0 has immensely impacted language learning since the mid 2000s (Reinhardt, 2019). Social media are the Web 2.0 applications that gained greatest popularity among foreign language students and professionals. Wikis, blogs and social media are most influential for language teaching, and attracted considerable academic research (Reinhardt, 2019). By using this collaborative technology, foreign language students are allowed to write a text together, define terms and concepts, brainstorm, revise the work of others, critically reflect, and many more (Kessler, 2009; Ducate, Anderson and Moreno, 2011). Some scholars have raised issues about information accuracy (Ducate, Anderson and Moreno, 2001), participation resistance (Lund, 2008) and unequal contribution (Arnold, Ducate and Kost, 2009), which might make the use of wikis by educators problematic
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