Exploring social networking for
language learning websites:
Perspectives from
students, teachers, and
researchers
Exploring social networking for language learning websites
1. Theory supporting Social networking and
language learning
2. Teacher perceptions: The affect of L2 proficiency
and computer proficiency on student experience
3. Challenges to researchers
4. Student perceptions on SN in the class
Meet the teamDr. Min Liu
Monica McCrory
GraceSunjung Lee
Jeong-bin Hannah Park
MathewEvans
Meet the team
Claire MeadowsParrish
• Online communities– Collaborate, learn, build knowledge
McLoughlin & Lee– Architecture of participation- Barsky & Purdon
• Social Networking– User profile, sharing user-generated content– Open to public– Form groups/ communities– Affinity space- James Paul Gee
Web 2.0 & social networking
• Facilitates sociocultural approach to Second
Language Acquisition
– Opportunities to build sociocultural competence
– Negotiation of meaning
– Zone of proximal distance (ZPD) (Vygotsky,
1978)
– Authentic learning environment
Affordances of social networking
Livemocha.com Task
• Lacked basic computer skills (i.e. unfamiliar with
passwords and logging in, etc.)
• Experienced more technical difficulties
• Lacked language skills to comprehend directions; required
much one-to one assistance
• Uncomfortable chatting with unknown others: privacy
concerns
• Lower attendance in computer lab classes
• Some preferred regular face-to-face classes
Teacher’s Perception of Low-Level Students
• Had language skills to comprehend directions but often
engaged in playful/off-task behavior with new
computer tools
• Most were eager to interact with unknown others;
disappointed when unable to find Native Speakers to
interact with, or when they didn’t receive feedback on
work submitted
• Appreciated computer lab classes; attendance was
usually better than in face-to-face classes
Teacher’s Perceptions of High Level Students
• How to find participants?– Commitment from TIEP (no effect on
letter grade) vs. UT (effect of letter grade)
• How much time to spend on materials?– Handouts
– Helpful for researchers
– Ignored by learners
Challenges for the RESEARCHER
• How to coordinate in-class usage?
– Slow start
– Students with differing language and
computer skills
– Staying on task
Challenges for the RESEARCHER
• How to control for changing technology?
– Site updates
• How to factor in the time of instruction?
– Classroom atmosphere in morning vs. afternoon
• How often to use the L1?
– L1 oral translation of handouts
– Feasibility and value to learners/project
Challenges for the RESEARCHER
• Learner differences
– Anxiety
–Motivation
– Comfort with social-networking
– Age
Challenges for the RESEARCHER
Despite all the challenges…
• Students’ perspectives
1) Increased interest and cognitive engagement
2) A variety of feedback
3) Global language learning community
4) Better attendance rate & course evaluation result
Results
Need for Strategic Implementation for the Optimal
Learning Outcome
Barsky, E. & Purdon, M (2006). Introducing Web 2.0: Social networking and social
bookmarking for health librarians. Journal of the Canadian Health Libraries
Asoociation, 27(3), 65-67.
Gee, James Paul. (2004). Situated Language and Learning. New York: Routledge.
McLoughlin, C., & Lee, M. (2011). Pedagogy 2.0: Critial challenges and responses to
Web 2.0 and social software in tertiary teaching. In C. McLoughlin & M. Lee (Eds.),
Web 2.0-based E-learning: Applying social informatics for tertiary teaching (pp.
43-69). Hershey, PA: Information Science Reference.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge: Harvard University Press
Bibliography
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