Abstract
The purpose of this chapter is to show how the use of Web 2.0 tools in foreign language learning CLIL situations, besides increasing foreign language exposure and use, enhances the levels of student satisfaction, motivation, and confidence, all of which are crucial for communicative, lifelong foreign language learning. We will illustrate how the use of Web 2.0 technology can connect students across grade levels and schools as collaborators and peer tutors of school subject matter in English. Learners are generally used to traditional, individual activities such as reading articles, books or short stories, but may be unfamiliar with the type of collaborative learning activities that Web 2.0 supports. By preparing material to teach each other and assessing or reworking peer output, students experience a variety of cognitive and communicative activities that stimulate reflection, critical thinking, and self-directed, self-organised learning. This chapter describes ways to motivate learners to get involved in these new Web 2.0 activities.
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© 2014 Fabrizio Maggi, Maurizia Cherubin and Enrique García Pascual
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Maggi, F., Cherubin, M., Pascual, E.G. (2014). Using Web 2.0 Tools in CLIL. In: Garton, S., Graves, K. (eds) International Perspectives on Materials in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137023315_12
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DOI: https://doi.org/10.1057/9781137023315_12
Publisher Name: Palgrave Macmillan, London
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