Learning a Language with Web 2.0
Abstract
This paper presents the results of an online survey and a usability test performed on three foreign language learning websites that use Web 2.0 technology. The online survey was conducted to gain an understanding of how current users of language learning websites use them for learning and social purposes. The usability test was conducted to gain an understanding of how potential users would interact with three foreign language learning websites and explore the pedagogical and technical usability of these sites. It is hoped that the results of this exploratory study would provide an insight into how the goals and designs of these websites incorporating Web 2.0 tools fit with the goals and needs of current and potential language learners.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Stevenson and Liu (2010) found that providing a way for users to reach their learning goals was rated positively by users.
“In an earlier study, Stevenson and Liu (2010) found, perhaps not surprisingly, that providing a way for users to reach their learning goals was rated positively by users.”
From Social Media for Informal Minority Language Learning: Exploring Welsh Learners’ Practices (2015) · cites this paper as Stevenson and Liu (2010)
Stevenson and Liu (2010) found that, unlike SNS such as Facebook, users of Livemocha were establishing new networks for the sole purpose of language learning.
“They also found that, unlike SNS such as Facebook, users of Livemocha were establishing new networks for the sole purpose of language learning.”
From Social Media for Informal Minority Language Learning: Exploring Welsh Learners’ Practices (2015) · cites this paper as Stevenson and Liu (2010)
Cited by
Sorted by citations
Arnold, N., & Paulus, T. (2010) · The Internet and Higher Education · doi:10.1016/j.iheduc.2010.04.002 · Cited by 331 · see citing works
Social Media for Informal Minority Language Learning: Exploring Welsh Learners’ Practices
Jones, A. (2015) · Journal of Interactive Media in Education · doi:10.5334/jime.ak · Cited by 26 · see citing works
“In an earlier study, Stevenson and Liu (2010) found, perhaps not surprisingly, that providing a way for users to reach their learning goals was rated positively by users.”
Background
- Authors
- Stevenson, M. P., & Liu, M.
- ORCID
- Liu, Min
- Venue
- CALICO Journal
- Published
- 2010-04-01
- Volume
- 27
- Issue
- 2
- Pages
- 233-259
- ISSN
- 0742-7778 (ISSN-L)
- 2056-9017
- OpenAlex
- W2161870571
- Cited by
- 215
- References
- 0
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 8 · 2023: 10 · 2022: 8 · 2021: 13 · 2020: 13 · 2019: 34 · 2018: 14 · 2017: 18 · 2016: 42 · 2015: 14 · 2014: 9 · 2013: 15 · 2012: 7
- FWCI
- 25.10
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- CALICO Journal (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Physical Sciences › Computer Science › Human-Computer Interaction › Usability and User Interface Design
- Keywords
- Web 2.0, foreign language learning, language learning websites, usability, user interaction, web design, pedagogical usability, user needs
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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