Distance and Blended Learning Environments NEALLT/NERALLT Fall 2009 Joint Conference Yale University October 30-31, 2009 Augmenting Student Social and Communicative Behavior via Experimentation with L2 Identities and Self-Authorship on Facebook Presented by Luba Iskold, Ed. D Joshua Suchow ’09 Muhlenberg College

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

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

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)

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

Perspectives on collaborative nature of Web 2.0 tools SNSs typically unite people with similar interests or goals Similar features are also found on Flickr, YouTube, Netflix, Gaming sites, Twitter, Glue

Reprinted from: boyd, d. m. , & Ellison, N. B. (2007) Reprinted from: 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

Research Related to SNSs Why incorporate SNSs into class-related activities? Society User demographics Magnetizing power

Society Communication and identity performance are increasingly carried out via the internet using SNSs SNSs are becoming increasingly common in the workplace and in job searches

User Demographics Close to 300 million active users on Facebook 80%-90% of people ages 20-30 participate in SNSs and have online profiles (Tufekci, 2008) Some researchers refer to SNSs as a “civil society of teenage culture” (boyd & Ellison, 2007)

Magnetizing power: What makes SNSs attractive for this age group? Observing friends’ profile updates, their likes, dislikes, and other information Immediate reactions and comments from friends Teenagers enjoy experimenting with identities and impression management (Tufekci, 2008) Some researchers believe SNSs provide for safe experimentation with multiple identities (Sykes et.al, 2008)

Research Related to SNSs & SLA 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 (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)

Research on Experimenting with and Development of Identities ‘Performing identities’ is the central activity on SNSs where users “write themselves into being” (Atkinson, 2002) Words, photos, & media express identities on SNSs

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 The nature of multiplicity is rather the “fractal” not “fragmentation” (Lange, 2007) This model is useful for exploring L2 acquisition (Larsen Freeman & Cameron, 2008) SNSs are characterized by “radical expansion of possibilities for artistic expression” (McBride, 2009)

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 student role in learning Cut some of slides 12-14..repetitive talking about multiplicity of identities

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 Avoid indulging in uncritical narcissism as in “me-me-I-I-I” (Thorne & Payne, 2005) Integrate new knowledge and other people’s perspectives into one’s own experience

Limitations: Analysis of L1 online interactions and L2 implications 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 embedded images are fundamentally different from text-only format Similarly, L2 SNS-based activities are different from in-class extended reading and writing Cut 1 of the bullet points

Student Challenges May have 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

Instructors’ Challenges Should the instructor be included? Is there a difference between communicating with an authority via email vs. an SNS? Do students find it awkward to interact with instructors socially? Do SNSs undermine instructor’s authority? (Mazer, Murphy & Simonds, 2007)

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 Difficulty with engaging native speakers-the need to develop learner-to-learner interactions Most importantly: How do we develop meaningful assignments?

Why Facebook? Amount and content of advertising 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

Examination of Building Blocks of FB Online Identity: Profile Personal photo, other images, or an avatar (appears in all within-site communication) Demographic information Interests & Cultural information Photos, Images, Music, Videos

Examination of Building Blocks of FB Online Identity: ‘Friends’ list Connects profiles in multiple ways Profile-based Search: Likes/dislikes Schools Common cause Fan/friend of a celebrity

Examination of Building Blocks of FB Online Identity Communication on Personal Profiles Messages from ‘Friends’ (text, photos, images, videos) Status Update (up to 180 characters) are posted as news feeds on ‘friends’ lists What are you doing now? Blogs May be added to profiles Contain long updates Private messages (seen only between two users) Within-site email Chat or Instant Messaging

Examples of what was done in Russian Language and Literature Classes screenshots

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)

Facebook Pre-Survey Questions Standard Deviation Mean Help me express myself more creatively 0.991 3.875 Provide an additional way to interact with peers in class 0.641 4.125 Help me spend more time writing and communicating in Russian 0.744 4.625 Motivate me to experiment with a Russian character identity 1.509 Be a “popularity contest” in class 0.787 1.571 Distract me from learning the course content 0.535 1.500 Consume too much time relative to other assignments 1.488 2.500 Motivate me to expand my vocabulary in Russian 4.375 Motivate me to look for additional resources to develop my character’s attributes 1.069 3.500 My peers in class will quickly react and comment on my profile 0.000 3.000 I will frequently update and check my Russian profile 0.354 I find it awkward to have my instructor on my ‘friends’ list 0.926 2.000 I have trouble being ‘friends’ with individuals in class 1.375 Instructor’s corrective feedback will diminish my ego 0.707 1.750 I am familiar with Facebook and will not need technical assistance Note. Judgments were made on 5-point scale (1 = strongly disagree, 5 = strongly agree).

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

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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