The emergence of Web 2.0 technologies has empowered language learners. Web 2.0 allows learners to practice their target language with native speakers anytime and anywhere they wish, free of charge. Given the significant impact of Web 2.0 on language learning, it is imperative to examine learners’ uses of Web 2.0 inside and outside the classroom. Such an inquiry provides insights into the pedagogical actions required to promote the adoption of Web 2.0 to enhance language learning. Therefore, this study examined the extent to which Korean learners of Japanese adopted Web 2.0 to learn Japanese in formal and informal learning contexts. It also examined the factors inhibiting their use of Web 2.0 for language learning. The results identified the following factors inhibiting the adoption of technology in class: lecturers’ overestimated learners’ computer skills, there was an overreliance by lecturers on learners’ voluntary use of Web 2.0 outside the classroom, and there was a general lack of access to computer labs during class. The findings also suggested that learners’ insufficient knowledge of websites and applications, the absence of Japanese acquaintances offline, and low confidence to interact with Japanese native speakers inhibited the Korean language learners’ interactions with Japanese speakers online beyond the classroom.
|Number of pages||19|
|Journal||Electronic Journal of Foreign Language Teaching|
|Publication status||Published - 2016 Jun|
ASJC Scopus subject areas
- Language and Linguistics
- Linguistics and Language