Zheng, Binbin and Warschauer, Mark 2017. Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, Vol. 36, p. 61.
Mingers, John and Willcocks, Leslie 2017. An integrative semiotic methodology for IS research. Information and Organization, Vol. 27, Issue. 1, p. 17.
Li, Mimi and Storch, Neomy 2017. Second language writing in the age of CMC: Affordances, multimodality, and collaboration. Journal of Second Language Writing, Vol. 36, p. 1.
Sun, Zhong Lin, Chin-Hsi You, Jiaxin Shen, Hai jiao Qi, Song and Luo, Liming 2017. Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, Vol. 30, Issue. 3-4, p. 304.
Stebner, Scott Boyer, Cheryl Baker, Lauri and Peterson, Hikaru 2017. Relationship Marketing: A Qualitative Case Study of New-Media Marketing Use by Kansas Garden Centers. Horticulturae, Vol. 3, Issue. 1, p. 26.
Lantz-Andersson, Annika Vigmo, Sylvi and Bowen, Rhonwen 2016. Students’ frame shifting – resonances of social media in schooling. Learning, Media and Technology, Vol. 41, Issue. 2, p. 371.
Woodard, Rebecca and Kline, Sonia 2016. Lessons From Sociocultural Writing Research for Implementing the Common Core State Standards. The Reading Teacher, Vol. 70, Issue. 2, p. 207.
Dizon, Gilbert 2016. A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, Vol. 29, Issue. 8, p. 1249.
Zheng, Binbin Niiya, Melissa and Warschauer, Mark 2015. Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, Vol. 24, Issue. 3, p. 357.
Shin, Dong-shin 2014. Web 2.0 tools and academic literacy development in a US urban school: a case study of a second-grade English language learner. Language and Education, Vol. 28, Issue. 1, p. 68.
The second-generation Web has amplified and extended new ways of online communication. Millions of people now interact through blogs, collaborate through wikis, play multiplayer games, publish podcasts and video, build relationships through social network sites, and evaluate all the above forms of communication through feedback and ranking mechanisms. This article analyzes the emergent semiotics of what has been called Web 2.0 by focusing on three critical elements of language use and communication: audience, authorship, and artifact. Drawing on recent theoretical and empirical work, this article considers the significance of transformations in these three areas for both research and teaching.
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