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

Julia V. Shishkovskaya, Elvira Ya. Sokolova


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

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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