Education and Human Sciences, College of (CEHS)


Date of this Version

Spring 2010

Document Type



A Dissertation Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies, Under the Supervision of Professor Aleidine Moeller.
Lincoln, Nebraska: May, 2010
Copyright (c) 2010 Dallas R. Malhiwsky


The need for proficient speakers of multiple languages has emerged as a result of political and economic forces in the last decade driving the challenge to find effective and efficient way to teach and learn languages. The past decade has brought numerous innovations and advances in the area of technology, which have changed the role from one of consumer of knowledge to one of producer of knowledge which has revolutionized the delivery of education.

The purpose of this mixed method study was to determine the effect of Web 2.0 technologies on student achievement. The quantitative portion of the study examined specifically student achievement based on pretest and posttest scores and examined the level of classroom community, connectedness and learning as reported by the students. The qualitative portion further investigated the ways students used Web 2.0 technologies in their language learning and their perceptions.

All statistical analysis were conducted with SPSS using a repeated measures 2 X 2 ANOVA with pretest/posttest as the within subject factor and Web 2.0/non Web 2.0 enhanced courses and beginning/intermediate levels as the between subject factors. The data indicates a significant main effect of time was present, [F(1, 116) = 554.259 p < .001]. The data also indicates that there was a 2-way interaction of time x group, [F(1, 116) = 19.41 p <.001] which was significant.

The classroom community survey indicated a higher level of student reported classroom community in the Web 2.0 enhanced courses (M=50) than in the non-Web 2.0 courses (M=45). A higher level of connectedness in the Web 2.0 courses was reported in the Web 2.0 courses (M=24) than in the non-Web 2.0 courses (M=18). However both courses had an M= 27 indicating the same level of self-reported learning.

The results from the asynchronous online interview found 22 codes which were organized into 5 overall themes: networking, convenience, enhancement, pleasure and ease of use. These themes provided rich descriptions of student experiences using Web 2.0 technology.

Adviser: Aleidine J. Moeller