Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking

Reinhardt, Jonathon

doi:10.1017/s0261444818000356

Cited by 172 publications

(125 citation statements)

References 106 publications

(130 reference statements)

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“…Several studies on the social, community-building capacity of Facebook in language learning environments in higher education have found that the SNS opens up new opportunities to encourage interpersonal communication, both in the personal lives of students and in various language learning environments (Lamy & Zourou, 2013;Peeters, 2018;Reinhardt, 2019). It is primarily social, informal engagement between learners that has been found to enhance the feeling of solidarity among peers and, additionally, lowers the threshold to question and test their use of the target language (Lantz-Andersson, 2016;Sato & Ballinger, 2016).…”

Section: Peer Interaction On Facebookmentioning

confidence: 99%

“…Promoting collaborative dialogue and the formation of virtual communities of practice (VCoPs) in online and blended-learning contexts has received increasing attention in the field of computerassisted language learning in recent years (e.g. Peeters, 2018;Petersen, Divitini & Chabert, 2008;Reinhardt, 2019;Zeng, 2017). Traditionally, members of a CoP establish a "shared domain of interest", or a shared commitment to a cause.…”

Section: Introductionmentioning

confidence: 99%

“…Using social network analysis, we aimed to show how both learner groups established and developed a network of peers. In many studies on the development of CoPs and VCoPs, it is acknowledged that members should be active participants in the interactive process of learning and establish a common ground or a shared domain of interest (Reinhardt, 2019). To study how they do so, we looked at the position of every actor in the network and calculated their centrality degree scores (Hanneman & Riddle, 2005;Scott, 2011).…”

Section: Introductionmentioning

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: Peer Interaction On Facebookmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

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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“…On the other hand, web services like Youtube and Flickr gradually integrated social networking elements and by 2010s were known as "social media". Although the definition of "social media" is not entirely agreed upon with many researchers conceiving their own interpretations, it can generally refer to any application or technology where users take part in the creation and sharing of media resources and practice with other users through digital networking [12].…”

Section: A Social Media and Childrenmentioning

confidence: 99%

Primary Pupils’ Use of Social Media to learn ESL

Xin

Yunus

2019

IJITEE

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The next generation of school-going pupils of elementary level will soon be made up of children from generation Alpha, born from the year 2010 to 2025. These technology-savvy young children will soon be dominating the classrooms demanding for digitalised instructional experiences. Technology-infused learning experience has been a prevalent concept in the education field in recent years. Many studies have been carried out to explore how social media and technology assists second language learning in the contexts of secondary and tertiary education. However, little is known about how elementary pupils learn English as a second language (ESL) using social media platforms, primarily in the Asian context. Therefore, the objective of this study is to investigate how Chinese primary school pupils learn English on social media. Drawing on the original data from a questionnaire survey and document analysis, the findings revealed that the research participants lack the experience of learning English on social media sites although they have access and the necessary competency in handling those sites. The implication derived from this study is that it would be advisable for teachers to steer and plan suitable instructional practices on social media platforms for elementary aged ESL learners in line with their learning preferences and needs.

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“…With the advent of the World Wide Web (WWW), written languages and genres produced online have been alleged to be different from those produced in the traditional ways that students were used to (Ooi, 2001). One possible reason for this may be audience awareness (cf., Lin, 2015;Lin, in press;Reinhardt, 2019). In blogs, the potential readership is expanded beyond teachers and fellow-students to include anyone with access to the Internet.…”

Section: Introductionmentioning

confidence: 99%

Revisiting the Effects of Blog-Aided Language Learning on EFL Student Writers: A Corpus Approach

Lee¹,

Lin²

2019

IJEL

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Taking a corpus approach, this study analyzed writing samples collected from student bloggers and non-blogging students. The aim was to determine whether the two groups of students wrote with different linguistic features (tokens, types, token-type ratio, parts of speech, and lexical features). Any similarities and differences found in the comparison between the writing samples would have implications for the effects of the blogging approach on student writers. The results show that the non-blogging student writers wrote more (tokens, types) than the student bloggers did; there were also differences between the two groups of students writing in terms of POS tags in their writing and the results of keyword analysis. However, a closer look at the differences found here suggests no particularly significant variations between the textual information created by the two groups of students. Nevertheless, taken together, the results tend to suggest that classroom blogging had a relatively weaker effect than the conventional teaching approach on Taiwanese EFL student writers.

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Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking

Cited by 172 publications

References 106 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

Primary Pupils’ Use of Social Media to learn ESL

Revisiting the Effects of Blog-Aided Language Learning on EFL Student Writers: A Corpus Approach

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