Generation Y, learner autonomy and the potential of Web 2.0 tools for language learning and teaching

The purpose of this paper is to examine the relationship between the development of learner autonomy and the application of Web 2.0 tools in the language classroom.

The approach taken is that of qualitative action research within an explicit theoretical framework and the data were collected via surveys and through the analysis of learner diaries.

Although the students were found to have high‐level skills in relation to the use of Web 2.0 tools, it was also found that explicit teaching is needed to maximize the potential of these tools.

Future research in this area is needed to develop a stronger research base around the student use of Web 2.0 to enhance their learning of second languages.

The paper highlights a need for teachers to engage in discussions with students around the use of Web 2.0 tools beyond the classroom and to model effective use of these within the classroom.

The paper seeks to explore the implications of the development of Web 2.0 skills by students and seeks to contribute to the current thinking around the use of social media by Generation Y (Gen‐y) students.

This paper will be of value to second–language teachers reflecting on the need to better equip students faced with the combination of vast amounts of online material with the rich potential of publishing through Web 2.0 tools.