1. 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

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

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

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)

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

6. 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

7. 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

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

9. 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

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

11. 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)

12. 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)

13. 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

14. 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)

15. 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 repetitive talking about multiplicity of identities

16. 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

17. 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

18. 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

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

20. 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?

21. 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

22. 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

23. 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

24. 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
Chat or Instant Messaging

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

30. 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)

31. 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).

32. 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

33. Bibliography
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article Davis, I. (2005, July 4). Talis, Web 2.0 and all that. Internet Alchemy blog. Retrieved December 31, 2008, from 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 Larsen Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18, Lomicka, L., & Lord, G. (2009). Introduction to social networking, collboration, 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, 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 ). 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 ). 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, Retrieved December 26, 2008, from Thorne, S. L., & Payne, J.S. (2005). Evolutionary trajectories, internet mediated expression, and language education. CALICO Journal, 22, Retrieved December 26, 2008, from Tufecki, Z. (2008). Grooming, gossip, Facebook and MySpace. Information, Communication, and Society, 11,

34. Contact Information:
Dr. Luba Iskold
2400 Chew Street
Muhlenberg College,
Languages, Literatures and Cultures,
Allentown, PA 18104
Phone: Fax:
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