1. International Society for Language Studies 2011 Conference Oranjestad, Arbua June 23 rd – 25 th Presented by Luba Iskold, Ed. D Muhlenberg College

2. Presentation Outline Introduction: Perspectives on collaborative nature of Web 2.0 tools Research related to the use of SNSs for SLA Potential benefits and possible drawbacks Instructor’s role Classroom examples Student reactions to class-related FB experiences 2

3. Definition of Terms Avatar – Graphical representation of a user Blog – Abbreviation for “weblog” with personal entries CALL – Computer-Assisted Language Learning CMC – Computer Mediated Communication FB – Facebook, a social networking site L2 – The terms “second language,” “target language,” “foreign language” refer to languages other than English taught as an academic subject SNS – Social Networking Site 3

4. Introduction: Perspectives on collaborative nature of Web 2.0 tools Users not only engage in one-way communication, i.e., access web pages to retrieve content They engage in multi-way communication, i.e., create content, contribute, share, and collaborate Web 2.0 is about “encouraging and enabling participation through open applications and services” (Davis, 2005) 4

5. Perspectives on collaborative nature of Web 2.0 tools Social-Networking Sites (SNSs) are the most convenient Web 2.0 tools for user collaboration SNSs allow users to express themselves keep in touch with friends interact with others set up privacy specifications 5

6. Research Related to SNSs Why incorporate SNSs into class-related activities?  Role in today’s society  Communication and identity performance are both carried out via SNSs  SNSs are common in the workplace and in the job searches  User demographics  90% of people ages 20-30 participate in SNSs (Tufekci, 2008)  SNSs are a “civil society of teenage culture” (boyd & Ellison, 2007)  Magnetizing power  Observing friends’ profile updates  Immediate reactions from friends  Teenagers enjoy experimenting with identities and impression management (Tufekci, 2008)  SNSs provide for a safe experimentation with multiple identities (Sykes et.al, 2008) 6

7. Research Related to SNSs & SLA ‘Performing identities’ is the central activity on SNSs where users “write themselves into being” (Atkinson, 2002) Current generation of students has developed “new learning styles and qualitatively different thought patterns” (Thorne & Payne, 2005) SNSs “foster the ideal language learning environment, one that encourages interaction and collaboration-the major goals, after all, or of language itself” (Lomicka & Lord, 2009) Learning a language through interactions with others ties in with Vygotsky’s (1978) socio-cultural approach to learning and its later adaptation for L2 teaching and learning Incorporating communicative acts via an SNS “could be as practical for [L2] students as teaching them how to order in a restaurant” (McBride, 2009) 7

8. Research on Experimenting with and Development of Identities Acquiring an L2 involves the development of a new identity (Pavlenko & Lantolf) CMC affords additive (vs. subtractive in face-to-face) experimentation with multiple identities SNSs are characterized by “radical expansion of possibilities for artistic expression” (McBride, 2009) 8

9. Research on Experimenting with and Development of Identities “Self-authorship,” i.e., remixing the self through text and media, may serve as the basis for new learning and lessons in CALL (McBride, 2009) Using student-created materials for further learning fits with “student-centered” pedagogy Self-authorship may lead to more time spent on task raise interest in and motivation for learning result in more active learning 9

10. Academic Benefits Students: Learn to analyze and appreciate netiquette Develop critical thinking about social interactions with others Distinguish what is public and what is private Learn to avoid indulging in uncritical narcissism as in “me- me-I-I-I” (Thorne & Payne, 2005) Integrate new knowledge and other’s perspectives into one’s personal experience 10

11. Limitations: Analysis of L1 online interactions and L2 implications Because SNSs are used primarily to maintain social bonds, exchanges are brief and frequently use simplified language, spelling, and colloquialisms Writing does not require a “process” approach Texts are scanned rather than read thoroughly Messages with images are perceived differently than plain text 11

12. Student Challenges Personal reasons not to be ‘friends’ with someone in class ‘Popularity contest’-may elevate anxiety and cause alienation in some L2 learners Lack of L2 pragmatic knowledge in introductory language courses may make writing and interactions with others difficult 12

13. Instructors’ Challenges Should the instructor be included? Do students find it awkward? Is there a difference between communicating with an authority figure via email vs. a SNS Do SNSs undermine instructor’s authority? (Mazer, Murphy & Simonds, 2007 ) Curricular limitations- difficulty to incorporate additional activities into syllabi Time constraints- first learn about the technology and only then design own teaching Resistance from more traditional instructors Development of assessment strategies and grading parameters 13

14. Instructors’ Challenges Curricular limitations- difficulty to incorporate additional activities into syllabi Time constraints- first learn about the technology and only then design own teaching Resistance from more traditional instructors Development of assessment strategies and grading parameters 14

15. Why Facebook? Student familiarity with this particular SNS eliminates the need for L1 training Ease of navigation and use Privacy settings Ability to set the interface and IM in L2 Convenience: meeting social and class needs in one place 15

16. Examples of what was done in Russian Language and Literature Classes 16

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21. Alternative vs. Real Identity Profiles Extending oneself by taking the point of view of one’s respective character Choosing among the characters may increase motivation and interest Keeps learners away from overindulging in themselves Student popularity in class may suffer less Engage in further development of L2 characters Use critical thinking and analytical skills to invent new situation and plot developments Employ additional resources to develop characters’ attributes and ensure their authenticity Participate in task-based experiential learning focused on online exchanges between characters Learn how to make predictions relevant to the country where L2 is spoken Creating stereotypes seems less dangerous (vs. collaborating in groups to create a fictitious L2 profile) 21

22. Facebook Pre-Survey Questions Standard Deviation Mean Help me express myself more creatively 0.9913.875 Provide an additional way to interact with peers in class 0.6414.125 Help me spend more time writing and communicating in Russian 0.7444.625 Motivate me to experiment with a Russian character identity 1.5093.875 Be a “popularity contest” in class 0.7871.571 Distract me from learning the course content 0.5351.500 Consume too much time relative to other assignments 1.4882.500 Motivate me to expand my vocabulary in Russian 0.7444.375 Motivate me to look for additional resources to develop my character’s attributes 1.0693.500 My peers in class will quickly react and comment on my profile 0.0003.000 I will frequently update and check my Russian profile 0.3543.875 I find it awkward to have my instructor on my ‘friends’ list 0.9262.000 I have trouble being ‘friends’ with individuals in class 0.7441.375 Instructor’s corrective feedback will diminish my ego 0.7071.750 I am familiar with Facebook and will not need technical assistance 0.7444.625 22 Note. Judgments were made on 5-point scale (1 = strongly disagree, 5 = strongly agree).

23. Facebook Post-Survey Questions Standard Deviation Mean Helped me express myself more creatively 0.6293.61 Provided an additional way to interact with peers in class 1.1133.94 Helped me spend more time writing and communicating in Russian 0.9213.67 Motivated me to experiment with a Russian character identity 0.0943.89 Was a “popularity contest” in class 0.2132.06 Distracted me from learning the course content 0.2762.00 Consumed too much time relative to other assignments 0.3272.11 Motivated me to expand my vocabulary in Russian 1.0013.83 Motivated me to look for additional resources to develop my character’s attributes 0.8623.80 My peers in class quickly reacted and commented on my profile 0.2923.07 I frequently updated and checked my Russian profile 0.4122.60 I found it awkward to have my instructor on my ‘friends’ list 0.5191.80 I had trouble being ‘friends’ with individuals in class 0.4121.87 Instructor’s corrective feedback diminished my ego 0.3281.93 I was familiar with Facebook and did not need technical assistance 1.1844.27 I would like to continue using FB for my study of Russian 0.7633.33 23 Note. Judgments were made on 5-point scale (1 = strongly disagree, 5 = strongly agree).

24. Conclusions Discuss upcoming projects and potential problems Use SNSs projects that can support course objectives Explain the connection to students Specify expected quality and quantity of communication Develop brief tasks tied to topics covered in class Examples: Physical and personality descriptions Likes and dislikes, hobbies Daily routines Context-based plot development Provide corrective feedback only in individual messages 24

25. Bibliography Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525-545. boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html Davis, I. (2005, July 4). Talis, Web 2.0 and all that. Internet Alchemy blog. Retrieved December 31, 2008, from http://iandavis.com/blog/2005/07/talis-Web-20-and-all-that Lange, P.G. (2007). Publicly private and privately public: Social networking on YouTube. Journal of Computer-Mediated Communication, 13(1). Retrieved November 28, 2008, from http://jcmc.indiana.edu/vol13/issue1/lange.html Larsen Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18, 141-165. Lomicka, L., & Lord, G. (2009). Introduction to social networking, collaboration, and web 2.0 tools. In L. Lomicka, & G. Lord, The next generation: Social networking and online collaboration in foreign language learning (pp. 1-11). San Marcos, Texas: CALICO. Mazer, J.P., Murphy, R.E., & Simonds, C. J. (2007). I'll see you on "Facebook": The effects of computer- mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication education, 56, 1-17. McBride, K. (2009). Social Networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka, & G. Lord, The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, Texas: CALICO. Pavlenko, A., & Lantolf, J.P. (2000). Second language learning as participation and the (re)construction of selves. In J.P. Lantolf (Ed.), Mediating discourse online (pp. 331-355). Philadelphia: John Benjamins. Sykes, J.M., Oskoz, A., & Thorne, S.L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal, 25, 529-546. Retrieved December 26, 2008, from https://calico.org/page.php?id=5 Thorne, S. L., & Payne, J.S. (2005). Evolutionary trajectories, internet mediated expression, and language education. CALICO Journal, 22, 371-397. Retrieved December 26, 2008, from https://calico.org/page.php?id=5 Tufecki, Z. (2008). Grooming, gossip, Facebook and MySpace. Information, Communication, and Society, 11, 544-564. 25

26. Contact Information: Dr. Luba Iskold 2400 Chew Street Muhlenberg College, Languages, Literatures and Cultures, Allentown, PA 18104 Phone: 484-664-3516 Fax: 484-664-3722 E-mail: iskold@muhlenberg.edu http://www.muhlenberg.edu/depts/forlang/LLC/iskold_home/ind ex.htm 26