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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. Theory supporting Social networking and language learning

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Exploring social networking for language learning websites :

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  1. Exploring social networking for language learning websites: Perspectives from students, teachers, and researchers

  2. Exploring social networking for language learning websites • Theory supporting Social networking and language learning • Teacher perceptions: The affect of L2 proficiency and computer proficiency on student experience • Challenges to researchers • Student perceptions on SN in the class

  3. Meet the team Dr. Min Liu Grace Sunjung Lee Monica McCrory Jeong-bin Hannah Park

  4. Meet the team Claire Meadows Parrish Mathew Evans

  5. Web 2.0 & social networking • 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

  6. Affordances of 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

  7. Livemocha.com Task

  8. Teacher’s Perception of Low-Level Students • 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

  9. Teacher’s Perceptions of High 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

  10. Challenges for the RESEARCHER • 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

  11. Challenges for the RESEARCHER • How to coordinate in-class usage? • Slow start • Students with differing language and computer skills • Staying on task

  12. 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

  13. Challenges for the RESEARCHER • Learner differences • Anxiety • Motivation • Comfort with social-networking • Age

  14. Results Despite all the challenges… • Students’ perspectives • Increased interest and cognitive engagement • A variety of feedback 3) Global language learning community 4) Better attendance rate & course evaluation result Need for Strategic Implementation for the Optimal Learning Outcome

  15. Bibliography 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

  16. Thank you very much! If you have any further question, feel free to email us at:

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