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Exploring social networking for language learning websites :

This study explores the role of social networking in language learning, highlighting perspectives from students, teachers, and researchers. It examines the theoretical foundations of social networking in education, teacher perceptions based on student computer and language proficiency, and challenges researchers face. Findings reveal that while some students face obstacles such as technical difficulties and privacy concerns, overall engagement and attendance improve when effectively integrated. The research emphasizes the importance of strategic implementation for optimal learning outcomes in online language communities.

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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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