Exploring social networking for language learning websites :

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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