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Web 2.0 technology to facilitate online professional community: EMI Tu, Chih-Hsiung, Michael Blocher and Joshua Ntoruru.Unpublished PhD dissertation, University of Arizona, AZ, USA. Teaching culture in Arabic: perspectives on the use of blended learning and hypermedia. Immersive environments, and mobile resources for language education'. Sykes, Julie, Ana Oskoz, and Steven Thorne.'An evaluation of identity-sharing behavior in social networking communities.' iDMAa Journal, 3 (1). Hershey, PA: Information Science Reference. Handbook of Research on Web 2.0 and Second Language Learning, 367-ģ84. 'The pedagogical implications of Web 2.0'. Sturm, Matthias, Kennell Trudy, Rob McBride, and Mike Kelly.Using social networking sites as a platform for second language instruction. Tn Lara Lomicka and Gillian Lord (ed.), The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning. 'Social-networking sites in foreign language classes: Opportunities for re-creation'. A Philosophy of Second Language Acquisition. 'On discourse, communication, and (some) fundamental concepts in SLA research'. Washington, DC: Geoergetown University Press. The Social Turn in Second Language Acquisition. International Journal of Instructional Technology and Distance Learning, 6 (1): 17-28. 'Facebook in the language classroom: Promises and possibilities'. Blattner, Geraldine and Melissa Fiori.This paper closes with implications for the use of technology for in-service and university English teachers. The learners expressed high satisfaction with the technology tools used, indicating that they learned faster and enjoyed learning with the Web 2.0 tools. However, the results of the questionnaires, which were only given to the experimental group, have shown statistically significant differences between the responses of the learners in the pre- and the post-questionnaires. The results showed no statistically significant differences between the achievements of the learners in the experimental group and the control group in the pre- and post-placement tests. The study used the following instruments: pre- and post-tests for both groups and pre- and post- questionnaires and semi-structured interviews for the experimental group. Sixty four learners participated in the study and they were divided into two groups: a control group (37 learners), which received traditional teaching practices, and an experimental group (27 learners), which was exposed to two Web 2.0 tools: a Facebook group and Before You Know It (BYKI) vocabulary tool. The study targeted two groups of learners enrolled in an English language service course at a local Palestinian university. This study investigated the integrating of Web 2.0 technology tools in English language class to test the potential of developing learners’ English language skills and to evaluate their perspectives towards this integration.
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