Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English





English language learning, web 2.0, communication skills, higher education, technology integration


As the use of Web 2.0 proves to be beneficial in foreign language learning contexts, this quantitative study focuses on the use of Web 2.0 tools for the development of communication skills in English, specifically in higher education. In order to investigate the participants’ perceptions, 341 undergraduate students and 70 faculty members from Portuguese higher education institutions responded to an online survey. They were asked to associate a list of Web 2.0 tool types to the communication skills they believed that could be developed in English language learning.

The general results from both groups show that video sharing tools (for listening and speaking) and presentation tools (for reading and writing) are the ones that the respondents consider to be mostly used in class. A deeper analysis allows us to identify other tools that are mostly used in face-to-face and distance learning contexts and we suggest this list can work as a guideline for faculty members in their practice.


Download data is not yet available.

Author Biography

Neuza Pedro, Universidade de Lisboa

Instituto de Educação


Bower, M. (2015). A typology of Web 2.0 learning technologies. Educause (47), 763-777. https://doi.org/10.1111/bjet.12344

Bueno Alastuey, M. C. (2011). Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom. Computer Assisted Language Learning, 24(5), 419-432. https://doi.org/10.1080/09588221.2011.574639

Cardoso, S., Cavalheiro, L. & Branco, J. (2018). The use of technology for English language learning and teaching: some examples. In L. Cavalheiro (Org.), Preparing English Language Teachers for Today's Globalized World (pp. 159-176). Ribeirão - V. N. Famalicão: Edições Húmus.

Fattah, S. F. E. S. A. (2016). The Effectiveness of Using Blogs as an Independent Learning Tool to Develop Reading Skills for University Students. Journal of Education and Practice, 7(32), 65-73.

Gerhards, J. (2014). Transnational linguistic capital: Explaining English proficiency in 27 European countries. International Sociology, 29(1), 56-74. https://doi.org/10.1177/0268580913519461

González Otero, R. (2016). Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era. Dublin: Research-publishing.net, 83-92. https://doi.org/10.14705/rpnet.2016.tislid2014.424

Gonzalez-Vera, P. (2016). The e-generation: the use of technology for foreign language learning. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era. Dublin: Research-Publishing.net, 51-61. https://doi.org/10.14705/rpnet.2016.tislid2014.421

Gruba, P. (2018). Technology for Teaching Listening. In J. I. Liontas. The TESOL Encyclopedia of English Language Teaching (pp. 1-5). Wiley Online Library. https://doi.org/10.1002/9781118784235.eelt0442

Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. Calico Journal, 30(2), 163-178. https://doi.org/10.11139/cj.30.2.163-178

Kemp, C., Li, P., Li, Y., Ma, D., Ren, S., Tian, A., Wang, D., Xie, L., You, J., Zhang, J., Zhu, L. & Zhuang, H. (2019). Collaborative Wiki Writing Gives Language Learners Opportunities for Personalised Participatory Peer-Feedback. Shaping Future Schools with Digital Technology, 147-163. https://doi.org/10.1007/978-981-13-9439-3_9

Le, T. (2018). Voice Recording in second language outside the classroom: Process and product. Journal of NELTA, 23(1-2), 129-141. https://doi.org/10.3126/nelta.v23i1-2.23357

Levak, N., & Son, J. B. (2017). Facilitating second language learners' listening comprehension with Second Life and Skype. ReCALL, 29(2), 200-218. https://doi.org/10.1017/S0958344016000215

Nobre, A., & Relvas, M. D. J. (2015). Avaliação alternativa digital da oralidade "Em Qualquer Lugar do Mundo". In T. Cardoso, A. Pereira & L. Nunes. Avaliação e tecnologias no ensino superior (pp. 38-51). Lisboa: Universidade Aberta.

Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: A taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905-931. https://doi.org/10.1080/09588221.2018.1465982

Shen, H., Yuan, Y., & Ewing, R. (2015). English learning websites and digital resources from the perspective of Chinese university EFL practitioners. ReCALL, 27(2), 156-176. https://doi.org/10.1017/S0958344014000263

Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4), 401-412. https://doi.org/10.1093/elt/ccw117

Venkatesh, V., Croteau, A. M., & Rabah, J. (2014). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. In 2014 47th Hawaii international conference on system sciences, 110-119. Washington: IEEE Computer Society. https://doi.org/10.1109/HICSS.2014.22

Walker, A., & White, G. (2013). Technology Enhanced Language Learning: connecting theory and practice-Oxford Handbooks for Language Teachers. Oxford: Oxford University Press. https://doi.org/10.1093/elt/cct069

Wilkinson, M. (2016). Language learning with ICT. In W.A. Renandya & H.P. Widodo (Eds.), English Language Teaching Today, English Language Education, Vol. 5 (pp. 257-276). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-38834-2_18

Zou, B., Wang, D., & Xing, M. (2016). Collaborative tasks in Wiki-based environment in EFL learning. Computer Assisted Language Learning, 29(5), 1001-1018. https://doi.org/10.1080/09588221.2015.1121878






Research papers