1. Facilitating language learning through social networking sites: Integrating advising into online teaching Discipline Workshop & Seminar Series, 2011-2012 University of Hull

2. Overview 2 SNSs and language learning: a social constructivist perspective Opportunities Potential pitfalls Some suggestions for activities The role of the tutor Three SNSs and their potential for language learning: facebook, LiveMocha and EdModo References

3. SNSs and language learning: A social constructivist perspective 3 Social-constructivist view of learning (Vygotsky 1978) considers that learning takes place not just at the individual level, but especially through interaction with other learners, preferably more capable ones (zone of proximal development). “…some have called Web 2.0 the Social Web, focusing on its power to unite people with similar interests or goals. In this capacity, Web 2.0 seems ideally suited to foster the ideal language learning environment, one that encourages interaction – and collaboration – the major goals, after all, of language itself.” (Lomicka and Lord 2009: 4, emphasis added; see also Selwyn 2008)

4. SNSs and language learning: A social constructivist perspective Crook’s (2008) principal dimensions of learner’s experience with Web 2.0: – Social: collaboration, publication – Cognitive: literacies, inquiry Inquiry especially “brings new tools, sources, and authority forms to the learner, who is both empowered and independent.” (Lomicka and Lord 2009: 9, emphasis added) 4

5. 5 Participatory learning and ‘the wisdom of crowds’ peer feedback & support (sense of community and purpose) negotiation of meaning reduced anxiety, greater risk-taking Authentic communication: “instead of merely simulating other modes of interaction, technology mediated communication is, in and of itself, the real thing…” (Sykes, Oskoz and Thorne 2008: 529, in McBride 2009: 38) Motivation Intercultural understanding Opportunities

6. 6 ‘Flow’: “intense focus and involvement leads to improved performance on a task” (Egbert 2003, in Jee and Park 2009) Language awareness: increased noticing of mistakes (see also the session on Evaluation) Learner autonomy: greater say in learning process, ability to make a contribution, ‘authorship’ Identity formation and expression: “SNSs allow users a platform on which they can create, shape and re-create their own identities. Through photos, blog entries, videos, musical selections, and friend lists, users are able to share their personalities and interests.” (Halvorsen 2009: 244; see also McBride 2009) Opportunities

7. 7 Feedback (and quality thereof) is not guaranteed Ignorance of cultural / pragmatic features of SNS discourse may lead to misunderstanding → training required Lack of critical literacy: “In adopting web 2.0, education will have to confront the challenge of cultivating learner discernment as well as that of stimulating learner participation.” (Crook 2008: 7, emphasis added) → training required Potential pitfalls

8. 8 Privacy issues (and learners’ awareness thereof) → training required Challenges to the traditional teacher-student relationship (authority, personal space) Cultural bias in set-up of SNSs (Western, ‘me’-centred) Potential pitfalls

9. 9 Profiles and identity: Beginners’ profiles Alternative identity (= L2 character) profiles – to be created individually or in groups Photo searches / sharing + labeling / commenting: good for intercultural understanding, acquiring new vocab / set phrases Intercultural understanding: discussions around personal experiences of communication breakdown, discussions around shared resources / artefacts Authentic communication: with native speakers (e.g. tandem learning) Autonomy: getting students to reflect on their experience Some suggestions for activities

10. 10 Encourage interaction and collaboration Provide feedback Act as ‘cultural mediator’ Help learners to develop critical literacy Raise learners’ awareness of privacy issues The role of the tutor

11. Facebook, LiveMocha and EdModo In pairs or threes, compare and contrast two of these SNSs in terms of their potential for language learning. Do so by 1.Working your way through the tasks on the handout. 2.Considering the following: – Teacher control v. student control – Opportunities for learning – Opportunities for interaction

12. Facebook, LiveMocha and EdModo FacebookLiveMochaEdModo Teacher control / student control student controlstudent control (teacher control) teacher control (student control) Opportunities for learning incidental(semi-) structuredstructured Opportunities for interaction plentiful within existing social network plentiful through social networking limited, within group only

13. 13 boyd, d. and N. Ellison (2007), Social networks: definition, history, and scholarship. Journal of Computer- Mediated Communication 13(1) [online] available from http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html Crook, C. (October 2008), What are Web 2.0 technologies and why do they matter? In N. Selwyn (ed.), Education 2.0? Designing the web for teaching and learning. University of London: Teaching and Learning Research Programme: 6 -9 [online] available from http://www.tlrp.org/pub/documents/TELcomm.pdfhttp://www.tlrp.org/pub/documents/TELcomm.pdf Ducate, L. and N. Arnold (2011), Technology, CALL, and the Net Generation: Where Are We Headed from Here? In: Arnold, N. and L. Ducate (eds.) (2011),. Present and Future Promises of CALL: From Theory and Research to New Directions in Language Teaching CALICO Monograph Series Volume 5 (2nd Edition). San Marcos, Texas: CALICO: 1 - 21 Halvorsen, A. (2009), Social Networking Sites and Critical Language Learning. In: Thomas, M. (ed) (2009), Handbook of research on Web 2.0 and second language learning. Hershey, USA: IGI, pp. 237 - 258. Jee, M. and M. Park (2009), Livemocha as an online language-learning community. CALICO software review. [online] available from https://calico.org/p-416-Livemocha%20as%20an%20online%20language- learning%20community%20(012009).html https://calico.org/p-416-Livemocha%20as%20an%20online%20language- learning%20community%20(012009).html Lomicka, L. and G. Lord (2009), Introduction to Social Networking, Collaboration, and Web 2.0 Tools. In: Lomicka, L. and G. Lord (eds.) (2009), The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning. CALICO Monograph Series Volume 8. San Marcos, Texas: CALICO: 1 - 11 References

14. McBride, K. (2009), Social-Networking Sites in foreign language classes: Opportunities for Re- creation. In: Lomicka, L. and G. Lord (eds), The next generation: Social networking and online collaboration in foreign language learning. CALICO Monograph Series Volume 8. Texas: CALICO, pp. 35 – 58. McCarthy, S. (2009), Social Networking Behind Student Lines in Japan. In: Thomas, M. (ed) (2009), Handbook of research on Web 2.0 and second language learning. Hershey, USA: IGI, pp. 181 - 201. Selwyn, N. (2008), Educational hopes and fears for web 2.0 In N. Selwyn (ed.), Education 2.0? Designing the web for teaching and learning. University of London: Teaching and Learning Research Programme: 10 - 12 [online] available from http://www.tlrp.org/pub/documents/TELcomm.pdf http://www.tlrp.org/pub/documents/TELcomm.pdf Vygotsky, L.S. (1978), Mind in Society. Cambridge, MA: Harvard University Press 14