Due to the high development of technology and limited research on pedagogical integration of web 2.0 in K-12 English classrooms, the objective of this study is to understand the web 2.0 technology integration in pedagogy in K-12 English classrooms in recent five years, find the gap, and provide insightful suggestions for further improvement. A systematic review with PRISMA 2020 guidance and theme analysis were conducted to achieve the research goal. The findings of the selected paper indicated that current English teachers valued technology-integrated content instruction, preferring to use more relevant and acceptable elements of teaching tools. The ongoing usage of adopting web 2.0 tool not only benefited students’ effective language learning but also enriched teachers’ teaching methods and improved teaching levels. Additionally, some obstacles were also revealed to web 2.0 tools' successful adoption in education, including the tool, teachers, and external influences. Relevant suggestions are made to improve the pedagogical integration of various tools.
Wang, X. (2023). The Pedagogical Integration of Web 2.0 in K–12 English Teaching: A Systematic Review. Applied Linguistics Inquiry, 1(1), 16-33. doi: 10.22077/ali.2023.6056.1009
MLA
Xundan Wang. "The Pedagogical Integration of Web 2.0 in K–12 English Teaching: A Systematic Review". Applied Linguistics Inquiry, 1, 1, 2023, 16-33. doi: 10.22077/ali.2023.6056.1009
HARVARD
Wang, X. (2023). 'The Pedagogical Integration of Web 2.0 in K–12 English Teaching: A Systematic Review', Applied Linguistics Inquiry, 1(1), pp. 16-33. doi: 10.22077/ali.2023.6056.1009
VANCOUVER
Wang, X. The Pedagogical Integration of Web 2.0 in K–12 English Teaching: A Systematic Review. Applied Linguistics Inquiry, 2023; 1(1): 16-33. doi: 10.22077/ali.2023.6056.1009
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