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

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

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

Mathew Evans Meet the team Claire Meadows Parrish

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

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

Livemocha.com Task

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

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

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

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

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

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

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), 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 ). Hershey, PA: Information Science Reference. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press Bibliography

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