Exploring the potential of social network sites in relation to intercultural communication

Lang, Anouk

doi:10.1177/1474022210394141

Cited by 10 publications

(9 citation statements)

References 29 publications

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“…The results pointed out that social media environments like the Hot Dish application can provide opportunities for young people to engage in debates about socio‐scientific issues and to develop learners' contemporary scientific literacy (Greenhow et al, ). In an out‐of‐academy context, Facebook served as a peer‐mentoring structure that solved the problem of role conflict in an intercultural experience that involved students on a year abroad (Lang, ). Moreover, Facebook proved to be a useful and effective resource for students' group communities in several countries in assisting the users in searching for, analysing and accessing information in self‐initiated activities (Riady, ).…”

Section: Use Of Facebook In Informal Settings Of Learningmentioning

confidence: 99%

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Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

161

117

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This study provides an updated critical review of the literature on Facebook as a technologyenhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordancesmixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebookformal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI)to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

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Section: Use Of Facebook In Informal Settings Of Learningmentioning

confidence: 99%

“…Finally, all of the studies (100.0%) mixed and hybridized the different contexts of learning with no clear‐cut boundaries between contexts (Cassaniti et al, ; Goodyear et al, ; Greenhow et al, ; Idris & Ghani, ; Lang, ; Palmquist & Barnes, ; Pimmer et al, ; Riady, ; Sackey et al, ; Senbel et al, ).…”

Section: Use Of Facebook In Informal Settings Of Learningmentioning

confidence: 99%

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

161

117

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“…There is a general agreement in the literature on the statement that SNSs are intended to promote interpersonal connections and interactions among the community (Abu-Shanab & Al-Tarawneh, 2015;Chiroma et al, 2017;Chugh & Ruhi, 2018;Colás-Bravo, Conde-Jiménez, & Martín-Gutiérrez, 2015;Erjavec, 2013;Gafni & Deri, 2012;Gomez et al, 2013;Heo & Lee, 2013;Hershkovizt & Forkosh-Baruch, 2017;Hollyhead, Edwards, & Holt, 2012;Lang, 2012;Seifert, 2016). Considering the teacher-student relationship, the interactions produced within SNSs are usually framed under a constructivism approach.…”

Section: Teacher-student Interaction and Communicationmentioning

confidence: 99%

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

Garrido

Moya

Morancho

2021

J. New Approaches Educ. Res.

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This paper aims at exploring the educational scholarly writing on the teacher-student relationship and performance within the use of Social Network Sites (SNSs) for educational purposes. To that end, a systematic review of 111 journal articles focused on young people, and found in ten relevant databases (ERIC, SCOPUS, WOS, JCR (SSCI), DOAJ, EBSCO, ISOC, REDIB, JSTOR, and PsycARTICLES), has been performed. The results show continuity in the roles of educators and students between physical and virtual spaces. This homogeneous conceptualisation is grounded on student-centred theories. Also, the existence of a theoretical confrontation between the figurative dichotomy of vertical (distance) and horizontal (closeness) teacher-student relationship is revealed and discussed. While most of the reviewed studies focused on requirements for technical training, the need for acquiring digital cultural knowledge is stressed. Finally, some of the educational implications of the ethical dimension of the teacher-student relationship in digital spaces are exposed.

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“…Previous studies have indicated that students' beliefs about content classes may be biased by their perception of the utility of computers in the given learning scenario (Lang, 2012). For example, students may have used technology to reproduce more traditional exercises such as multiple choice or matching type grammar exercises (Ertmer & Ottenbreit-Leftwich, 2010).…”

Section: Jesús García Laborda and Mary Frances Litzlermentioning

confidence: 99%

English for Business: Student Responses to Language Learning Through Social Networking Tools

Laborda¹,

Litzler²

2017

ESP Today

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This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video repositories (YouTube), networking programs (LinkedIn), and communication tools (SlideShare). The data were obtained through an online questionnaire designed after a focus group had been held. The results, which are quantitative, suggest that the use of Web 2.0 tools and social networks for language learning facilitated collaboration within the groups when completing tasks, proved to be motivating, and made a clear distinction from traditional university language courses, often centered on the teacher and the syllabus contents. In addition, the students viewed the tools as being important for their future as professionals in the business world. While the sample in this study is limited and, hence, the results are not universally applicable, there is evidence that this method of learning may work well in a variety of international contexts.Key words ESP, business English, higher education, Web 2.0, social networking, blogs, student perceptions.* Corresponding address: Jesús García Laborda, C/ Trinidad, 3; 28801 Alcalá de Henares, Madrid, Spain. JESÚS GARCÍA LABORDA & MARY FRANCES LITZLERVol. 5(1)(2017): [91][92][93][94][95][96][97][98][99][100][101][102][103][104][105][106][107] Sažetak Primer iz prakse opisan u radu, zasnovan na akcionom istraživanju, tiče se studenata poslovnog engleskog jezika prve godine Univerziteta u Alkali i njihovih stavova prema korišćenju Web 2.0 alata i društvenih medija u učenju jezika. Tokom nastave studenti su zamoljeni da učestvuju u kreiranju i korišćenju nekoliko alata, kao što su blogovi, video repozitorijumi (YouTube), programi za umrežavanje (LinkedIn) i komunikacioni alati (SlideShare). Podaci su prikupljeni putem onlajn upitnika osmišljenog nakon sastanka fokus grupe. Rezultati, koji su kvantitativni, ukazuju da korišćenje Web 2.0 alata i društvenih mreža olakšava saradnju unutar grupa pri obavljanju zadataka, da deluje motivišuće, kao i da predstavljaju razliku u odnosu na tradicionalne kurseve jezika na univerzitetu, često usredsređene na nastavnika i nastavni program. Pored toga, studenti smatraju da će im alati biti od koristi u budućnosti u svetu poslovanja. Iako je uzorak u ovom istraživanju ograničen, pa stoga ni rezultati nisu opšteprimenljivi, postoje naznake da bi ovaj metod učenja mogao dobro funkcionisati u različitim međunarodnim okruženjima.Ključne reči engleski jezik nauke i struke, poslovni engleski, visoko obrazovanje, Web 2.0, društvene mreže, blogovi, percepcije studenata.

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Exploring the potential of social network sites in relation to intercultural communication

Cited by 10 publications

References 29 publications

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

English for Business: Student Responses to Language Learning Through Social Networking Tools

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