Metacognitive awareness in foreign language learning through Facebook

Peeters, Ward

doi:10.1075/dujal.4.2.03pee

Cited by 8 publications

(4 citation statements)

References 34 publications

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“…giving grades for participation) is not always desirable, it can provide an impetus to initiate interaction. As found elsewhere (Cappellini, Lewis & Rivens Mompean, 2017;Peeters, 2015), online peer-interaction processes with high-stakes tasks are by no means limited to task-oriented interaction, and include a fair amount of socio-affective, metacognitive and organisational interaction (Peeters, 2018). Introducing high-stakes incentives as stimulus, therefore, may be a necessary stepping stone to raise learners' awareness of the purpose and potential value of the online environment.…”

Section: Discussionmentioning

confidence: 87%

“…Also, asking for advice in solving one problem can lead to discussions about any number of related problems. Individuals' challenges can thus become part of a shared narrative as learners may gradually discover they are not alone in their struggle, and their individual opinions, experiences and advice can become valuable pieces of advice to others (Peeters, 2015).…”

Section: A Peer-interaction Network As a Virtual Community Of Practicementioning

confidence: 99%

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Facebook or fail-book: Exploring “community” in a virtual community of practice

Peeters¹,

Pretorius²

2020

ReCALL

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Creating collaborative working and learning experiences has long been at the forefront of computer-assisted language learning research. It is in this context that, in recent years, the integration of social networking sites and Web 2.0 in learning settings has surged, generating new opportunities to establish and explore virtual communities of practice (VCoPs). However, despite the number of studies on the concept, research remains inconclusive on how learners develop a sense of community in a VCoP, and what effect this may have on interaction and learning. This research project proposes to use social network analysis, part of graph theory, to explore the configuration of a set of VCoPs, and presents an empirical approach to determine how interaction in such communities takes shape. The present paper studies the concept of “community” in two VCoPs on Facebook. Participants (Group 1: N = 123, Group 2: N = 34) in both VCoPs are enrolled in English as a foreign language courses at two Belgian institutions of higher education. Social network analysis is used to show how both learner groups establish and develop a network of peers, and how different participants in those groups adopt different roles. Participation matrices reveal that interaction mainly revolves around a number of active key figures and that certain factors such as the incorporation of online and offline assignments and the inclusion of a teacher online result in varying levels of success when establishing collaborative dialogue within the VCoPs. Recommendations are formulated to inform and improve future practice.

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Section: Discussionmentioning

confidence: 87%

Section: A Peer-interaction Network As a Virtual Community Of Practicementioning

confidence: 99%

Facebook or fail-book: Exploring “community” in a virtual community of practice

Peeters¹,

Pretorius²

2020

ReCALL

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“…From these skills, they concluded that students developed their sociopragmatic awareness while enjoying the activities. Another study worth mentioning is Peeters () who investigated metacognitive awareness in foreign language learning through peer collaboration on Facebook. In this case study, he provided some evidence that peer collaboration via Facebook helped students evaluate and plan their learning process online.…”

Section: Resultsmentioning

confidence: 99%

Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Barrot

2018

Computer Assisted Learning

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The increasing popularity of Facebook has prompted scholars and educators to explore its potentials as a learning environment for various fields of education. Along this line, several reviews of literature have been written about the educational use of Facebook; however, none of them have focused on a specific field of interest such as language pedagogy. Thus, this paper defines the contour of scholarly literature on Facebook as a technology-enhanced learning environment in language teaching and learning. Using Scopus database as a source, 41 scholarly documents were retrieved and analysed. The demographics of the selected studies show that most of the published research came from Asia and were conducted in the higher education context. In terms of foci of interest, most of the studies focused on developing students' general language proficiency and productive skills. Although a great majority of the studies relied on self-report data and preexperimental research, the current literature suggests the viability of integrating Facebook into language pedagogy.Suggestions for future studies are discussed.

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“…The reason why the intervention may have supported this development is that, first, the Facebook environment enables students to exchange questions and experiences, and gives them the opportunity to share and, as it were, pilot their ideas. By sharing personal knowledge, they use their group as a training ground (Peeters 2015b). Their peers can provide them with an additional review of their work and, by discussing their suggestions and opinions, they practice their negotiation skills.…”

Section: Practice and Experiencementioning

confidence: 99%

Developing first-year students’ self-efficacy beliefs about academic writing through online peer collaboration: The case of Facebook

Peeters¹

2018

J. Lang. Teach.

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Higher education in South Africa faces the challenge to provide every student with an open and accessible learning environment. Educational institutions, therefore, have to make students feel confident and competent in their own learning practice and provide them with opportunities to develop positive selfefficacy beliefs. In the case of language learning, students foremost need to acquire confidence and competence in communicating in an academic context. This paper reports on a peer collaboration project at North-West University where a closed Facebook group was established to support firstyear students' development of positive self-efficacy beliefs about a specific aspect of their academic trajectory: their academic writing skills. Students were instructed to collaborate on a writing assignment through Facebook, enabling them to discuss their writing and learning process. The results show that the students in the project feel comfortable interacting with their peers online and feel confident in their academic writing practice. The participating students considered themselves significantly better prepared to complete their task in comparison to the control group. These results provide strong indications that peer collaboration on a Facebook forum may have a positive effect on students' self-efficacy beliefs and, by extension, facilitate students' engagement with their peers and the academic community.

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Metacognitive awareness in foreign language learning through Facebook

Cited by 8 publications

References 34 publications

Facebook or fail-book: Exploring “community” in a virtual community of practice

Facebook or fail-book: Exploring “community” in a virtual community of practice

Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Developing first-year students’ self-efficacy beliefs about academic writing through online peer collaboration: The case of Facebook

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