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

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Presentation on theme: "Exploring social networking for language learning websites: Perspectives from students, teachers, and researchers."— Presentation transcript:

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

2 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

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

4 Mathew Evans Meet the team Claire Meadows Parrish

5 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

6 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

7 Task

8 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

9 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

10 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

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

12 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

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

14 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

15 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

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

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