Among other technologies, wikis, as a Web 2.0 technology, have been found to support online collaborative behaviour of students in group work. Despite the intention-behaviour relationship expected in many relevant theories, studies have found that the relationship between students' intention to use wikis and their behaviour in using wikis was not…

As second-language (L2) classrooms embrace technology for learning through computer-mediated communication, there is need to consider how L2 learners can learn online collaborative techniques when traditional teaching methods have not encouraged online collaborative skills. This qualitative study examines how post-secondary English language…

This study investigates how Google Docs is used and affects group work in classrooms. Inspired by networked learning theory and the concept of learning spaces in education theory, Google Docs group work is conceptualized as a hybrid learning space. Based on close video ethnographic examinations of group work sessions, the analysis focuses upon…

In the past two decades, the growing rage of computer mediated environments (CMC) affords new literacies and new opportunities for language learners to experience, construct, communicate, and access knowledge (Ware, Kern & Warschauer, 2016). Also, it suggests that writing in multimodal in the digital ear contributes to its production and…

Accompanying the rise of Web 2.0 technologies in the past decade is the growing interest in applying the tools in supporting student learning through participation. This paper reports on a systematic review of empirical studies on educational use of wiki, a popular Web 2.0 tools, in the higher education context. In particular, it focuses on how…

Following a rapid development in technology, many information sources are now digitized. Consequently, individuals are expected to demonstrate the skills needed to critically evaluate, synthesize, and effectively use those sources. In this context, information literacy and information technology, especially skills with Web 2.0 tools, have become…

This study presents a synthesis of empirical research reporting on learners' perceptions about the effectiveness of CMC in EFL/ESL writing classes. Conducting a multi-stage systematic review, we analyzed 52 scholarly research articles published between 2000 and 2016. Our findings indicate that while learners perceive linguistic benefits from…

This study investigates the ways in which synchronous and asynchronous activities create an online language laboratory that mediates second language (L2) learning for 188 L2 university participants over a 6-week period. Completion of tasks and pre-, post-, and weekly surveys were analyzed. Statistical analyses were run on self-rated questions…

This study investigated how one type of learner-generated information and content, i.e. inter-group peer online feedback, provided on a wiki writing assignment for an English for Academic Purposes (EAP) course, could contribute to student L2 writing. Using a mixed method approach, more than 1000 entries of online peer comments were collected,…

Computer-mediated collaborative writing has been increasingly implemented in L2 contexts due to wider awareness of affordances and benefits of Web 2.0 technologies. A systematic review of empirical studies over the recent decade is called forth in order to arouse broadened knowledge and provide new insights in this promising area. This study…

Over the years, educational institutions have increasingly integrated Web 2.0 platforms as support tools in the foreign language learning curriculum to facilitate learners' engagement with the foreign language, increase motivation, and enable them to socially and collaboratively interact with fellow learners online. While descriptive studies on…

This article is concerned with a group of language teachers' reading and interpretation of a peer-reviewed journal article. It draws empirical materials from a larger study, which explored how teachers addressed the 'crises' of representation, legitimation and praxis in educational research. In this article, I present a subset of data to…

This study aims to explore the development of teachers' competences when trained in virtual collaboration. In order to do so, we analyse the data gathered from a group of nine in-service teachers who were trained in a forum and a wiki to become future telecollaborative teachers (TTs). During the course, participants worked in small groups and they…

The present study reports on a collaborative writing project initiated and completed by 18 Iranian English language learners enrolled in an online writing course. Using a wiki as the core element of the project, the aim of the course was fostering learner autonomy in online settings based on the collaborative autonomous language learning framework…

Scientific expertise and outcomes often give rise to controversy. An educational response that equips students to take part in socioscientific discussions is the teaching of Socially Acute Questions (SAQs). Students engaging with SAQs need to engage with socio scientific reasoning, which involves reasoning with evidence from a variety of fields…