1. Abstract The dissertation will explore the effectiveness of an online language learning course and in particular whether learners develop a global community of practice. Qualitative research will be carried out which will involve a case study of four Japanese EFL learners. In depth data will be collected, which will evaluate my online course and analyse the perceptions of the participants involved. Rationale “Teaching online is not the future anymore. It is an important part of the here and now of language teaching education. Teachers need to know what tools are out there and what techniques can help them use these tools.” (Clandfield, 2010: 3) It is no longer necessary for learning to be confined to the classroom. The online environment provides flexible learning, where students can connect with learners globally and learn at their own pace. This dissertation will assist in evaluating my online course and will explore four participants perceptions and attitudes towards leaning, in this fully on line environment. Literature in the Area of Study Beetham, H. and Sharpe, R.(2007) Rethinking pedagogy for a digital age : designing and delivering e-learning. New York : Routledge Carrington, V. and Robinson, M.(2009) Digital Literacies: Social Learning and Classroom Practices.London: SAGE Publications Ltd. Dudeney, G. and Hockley, N.(2007) How to Teach English With Technology.Pearson: Longman. Hockley, N. and Clandfield, L. (2010) Teaching Online: Tools and Techniques, Options and Opportunities. Surrey: Delta Publishing Lankshear, C. & Knobel, M. (2006) New Literacies>:Everyday Practices & Classroom Learning. Berkshire: Open University Press. Salmon, G. (2000) E-moderating : the key to teaching and learning online.London ; Sterling, VA : Kogan Salmon, G. (2002) E-tivities: the Key to Active Online Learning. London: Kogan Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wenger, E. (2009) Digital Habitats: Stewarding Technology for Communities.Portland: Cpsquare. How effectively can an online language learning course encourage the development of a community of practice amongst EFL learners? Andy Webster (s1013230)— MScTESOL Edinburgh University Timetable For the Dissertation Research Design and Methods The following questions will be addressed in accordance with the online course: How can web 2.0 tools contribute to developing meaningful and collaborative tasks? What are the students beliefs and perceptions about learning within an online language learning community? What role does the teacher have in supporting and facilitating an OLL community? DateSectionActivity May Literature Review Methodology Write up literature review Write up method and design June Field Work Conduct field work collect data July Analysis Discussion Analyse data and write findings. Write discussion August Conclusion Finish Write Conclusion Proof read An intrinsic case study will be conducted with four Japanese EFL learners participating in my one month online course. During this time, a formative evaluation of the course will be carried out, in order to gain a greater understanding of teaching and learning online. Triangulation of data: Formative evaluation of online course. Reflective journal. Interview participants. Analysis of discussions and work produced online. “Teachers’ must learn to recognise the social processes that technology enables and understand how to support these processes as a way to foster the emergence of meaningful communities.” Wenger(2009: 191)