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Exploring social networking for
language learning websites:
Perspectives from
students, teachers, and
researchers
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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
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Meet the teamDr. Min Liu
Monica McCrory
GraceSunjung Lee
Jeong-bin Hannah Park
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MathewEvans
Meet the team
Claire MeadowsParrish
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• 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
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• 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
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Livemocha.com Task
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• 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
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• 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
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• 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
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• How to coordinate in-class usage?
– Slow start
– Students with differing language and
computer skills
– Staying on task
Challenges for the RESEARCHER
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• 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
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• Learner differences
– Anxiety
–Motivation
– Comfort with social-networking
– Age
Challenges for the RESEARCHER
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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
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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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