English language learning and social media: Schematic learning on Kpop Stan twitter

Abstract

The recent years have observed a notable rise in online activities and interactions. One of the popular online interaction zones are fandom communities comprising fans of any artist, band, TV show, movie, book, and so on. These fans come together on various platforms to enthuse about their favorites with people who share their admiration and interests. One such platform is Twitter and the fandom community is Stan Twitter. Within those fandoms, K-Pop fandom stands out because of the density of English as a second or foreign language speakers in this community. Taking this community as its sample, this study explores the ways in which the non-native English speaking fandom members use English to communicate on this platform. Moreover, the study focuses on the interpretation and usage of meme discourse by these non-native English speaking members. The findings reveal that the fandom members learn memetic discourse by internalizing it in the form of schemas, which means that they learn the whole chunk of interaction rather than learning individual words. The study has also explored overall language-learning within this community, and has discussed the implications of fandom activities as potential learning aids.

The Effect of English Reading Based on Embedded Sensor System on the Cultivation of College Students’ Humanistic Spirit

“…For example, the embedded sensor system involves guiding students to cultivate self-confidence, be willing to contact foreign culture, enhancing the consciousness of the motherland, and having a clear learning purpose [10]. In the embedded sensor system standard, students are required to actively cooperate with others, think actively in learning, clarify the goal of learning English, actively participate in English learning activities inside and outside class, and pay attention to the differences of communication customs in communication [11]. It is more important to understand the requirements of the embedded English sensing system, such as the requirements of the embedded English sensing system, knowing the eating habits of English-speaking countries, and paying attention to the similarities and differences between Chinese and foreign cultures.…”

The Effect of K-Pop and the Interaction within the K-Pop Community on EFL Learners

“…Many aspects of Korean pop music and its culture in general are highly appealing to a big part of the Latin American population, and although it can still be widely looked down upon, as fanaticism among young women tends to be, the affinity spaces created by the K-Pop community in Latin America can be a great space for interaction and learning. Malik and Haidar (2021), whose studies tend to focus on K-Pop Stan Twitter -the community on the social media platform Twitter that was born out of K-Pop fans interacting-believe that taking part of these microcommunities can create an unconscious and unintentional (naturalistic) EFL learning process due to the fact that they came together because of their shared interest and not their wish to learn a foreign language. It can also develop confidence and self-sufficiency in the participants (Malik and Haidar, 2020), as the community can be quite supportive.…”

Sustaining Formal and Informal English Language Learning through Social Networking Sites (SNS): A Systematic Review (2018–2022)

“…Five articles were directed towards the response from educators [33,34,42,56,57]. Meanwhile, the primary education level [29,47] secondary education level [37,44] and the general public [32,41] each have registered two articles investigating their feedback on SNS.…”

“…Instagram [58] [43,47] Whatsapp [30,31] Telegram [34] LINE [54] Twitter [32,55] YouTube [44] More than one platform [33,56] Not specified (SNS in general) [29,35,37,39,40,45,46,48,[51][52][53]57] In addition, WhatsApp [30,31] and Twitter [32,55] alike attracted less attention from researchers for their usage in informal learning with each one possessing only two articles highlighting its features. Telegram [34], LINE [54] and YouTube [44] are the platforms with the least number of articles documenting their versatility in either formal or informal learning.…”

“…Only two articles integrated more than one platform into single research [33,56]. As a comparison between formal and informal learning, it can be deduced that researchers emphasized more on the relationship between SNS and informal learning [29][30][31][32][33]35,37,39,40,[42][43][44][45][46][47][48][51][52][53][54][55][56][57] (23 articles) rather than considering SNS as integration in formal learning [34,36,38,41,49,50,58] (7 articles).…”