Handbook of Research on Web 2.0 and Second Language Learning

Citation

Fourie, I. (2010), "Handbook of Research on Web 2.0 and Second Language Learning", Online Information Review, Vol. 34 No. 1, pp. 192-193. https://doi.org/10.1108/14684521011024209

Handbook of Research on Web 2.0 and Second Language Learning offers a wealth of information for the scholar as well as the practitioner in the field. Under the guidance of Michael Thomas, a substantial number of international experts contributed to a comprehensive guide to using Web 2.0 in second language teaching.

The work consists of three parts: network communities and second language learning, the read/write web and second language learning, and pedagogy 2.0 and second language learning. Some of the 28 chapters included cover the criteria for the implementation of learning technologies, linguistic mash‐ups, output‐oriented language learning with digital media, the role of community formation in learning processes, skype‐based tandem language learning, context‐based approaches to Web 2.0 and language education, the use of communities in a virtual learning environment and the issue of digital natives and learner perspectives.

There are also chapters covering social networking behind student lines in Japan, blogging for self‐determination with learner journals, using mobile technology and podcasts to teach soft skills, social networking sites and critical language learning, producing mobile phone video diaries, the use of weblogs in language education, blogging in foreign language education, improving learners' speaking skills with podcasts, mobile technologies and podcasting in language education and podcasting as a next generation teaching resource, and the use of Web 2.0 stand‐alone concordancing software.

This is further supplemented by chapters on the pedagogical implications of Web 2.0, improving online readability in a Web 2.0 context, Internet technologies and language teacher education, personal learning environments for language learning, mobile 2.0 and mobile language learning, the pedagogical potential of interactive whiteboards 2.0, interactive whiteboards in the Web 2.0 classroom and Web 2.0 and content management systems for second language learning. The chapter title that, however, most fascinated me is Infoxication 2.0 – the concept is introduced to explore problems of information overload!

Each chapter concludes with a solid list of references and a list of explanations for key terms used in the chapter. A very nice feature of the book is the fact that the basic table of contents with chapter titles and page numbers is followed by a detailed table of content, putting the combination of scholarly essays, empirical research and case studies that grapple with the pedagogical implications of Web 2.0 technologies in context for the reader.

Handbook of Research on Web 2.0 is highly recommended to all educators, and especially those involved with second language learning, and Michael Thomas is to be congratulated for this excellent reference source to the subject literature.