ERIC Number: EJ1215340
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1832-4215
EISSN: N/A
ESL Students' Perceptions of Using a Social Bookmarking Tool for the Development of Reading in a Second Language
Vorobel, Oksana; Voorhees, T.; Gokcora, Deniz
JALT CALL Journal, v14 n3 p191-210 2018
Building on research on the development of reading and use of technology for language learning, this multiple-case study explored English as a second language (ESL) students' perceptions of using a social bookmarking Web 2.0 tool for the development of reading from an ecological perspective. Five students in a community college ESL course in the northeastern part of the USA participated in the study. The data sources included interviews, observations, e-journals, and artifacts. Thorough within-case and cross-case analysis of data revealed a number of Diigo affordances which ESL students found beneficial for their development of reading, the role of context and mode, participants' collaborative stance, and various aspects of influence Diigo had on ESL students' development of reading. The findings and discussion of the study highlight the role of social bookmarking tools in raising ESL students' motivation and engagement in reading. The study offers suggestions for further research and implications for practice.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Case Studies, Student Attitudes, Web 2.0 Technologies, Social Media, Community Colleges, Skill Development, Reading Motivation, Teaching Methods, Reading Comprehension, Course Descriptions, Two Year College Students, Asynchronous Communication, Computer Software, Cooperative Learning, Communities of Practice
JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A