Social Networking for Language Education

Lamy, Marie-Noëlle; Zourou, Katerina

doi:10.1057/9781137023384

Cited by 47 publications

(3 citation statements)

References 101 publications

(150 reference statements)

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“…Jones, Blackey, & Fitzgibbon, & Chew, 2010;Lamy & Mangenot, 2013). Various social media tools have become part of most people's everyday lives (Boyd, 2007;Yapici & Hevedanli, 2014), and have facilitated interpersonal communication by allowing fast and dynamic information exchange (Lomicka & Lord, 2011).…”

Section: Social Network Sites and Language Learningmentioning

confidence: 99%

“…Integrating the social network site in an academic writing programme, where learning tasks and instructions guide the online interaction, provides a suitable context for language learning in the present research (cf. Lamy & Mangenot, 2013;Liaw & English, 2013). The integration of Facebook has to facilitate peer interaction and bring together the interpretations and experiences of the different members of the community of practice, which is to result in sense-making, critical collaboration and, eventually, organisational and learning gain (cf.…”

Section: The Development Of Metacognitive Awareness Through Facebookmentioning

confidence: 99%

“…While it is argued that the use of social network sites in the foreign language learning classroom enhances various aspects of the learning process, research is inconclusive on the way learners orchestrate these social media platforms, an observation which indicates a need for further research on the development of their metacognitive learning strategies (Lamy & Mangenot, 2013;Li, Pow, & Cheung, 2015). Metacognition is described in the present study as 'the ability to reflect upon, understand and control one's learning' (Schraw & Dennison, 1994, p. 460).…”

Section: Introductionmentioning

confidence: 99%

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Metacognitive awareness in foreign language learning through Facebook

Peeters

2015

DuJAL

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While over the past decade social network sites have enabled both learners and teachers to set up various forms of online collaborative learning environments, there is an ongoing discussion on how collaboration through these social media platforms can be situated with regard to the development of metacognitive awareness (Li, Pow & Cheung, 2015). This paper presents a study on the development of learners' metacognitive awareness of first-year English majors collaborating in a closed Facebook group. The theoretical framework for the development of metacognition, proposed by Gunawardena et al. (2009), was used to analyse the students' metacognitive strategies when working together online. The study shows that students utilise the social network site to complete given learning tasks, and extend their use of the forum by setting new learning goals and socialising with their peers. The students show that, through peer collaboration, they are able to evaluate and plan their learning process online.

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Section: Social Network Sites and Language Learningmentioning

confidence: 99%

Section: The Development Of Metacognitive Awareness Through Facebookmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Metacognitive awareness in foreign language learning through Facebook

Peeters

2015

DuJAL

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Technology and Autonomy

Reinders

2018

The TESOL Encyclopedia of English Language Teaching

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This entry will describe how technology has been used to foster learner autonomy, or learners' ability to take control over their own learning. It will also highlight some limitations of current approaches and suggest ways in which teachers, materials, and curriculum developers can help prepare learners to make use of technology for learning, and how effectively to support them in learning how to learn by themselves.

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Use of Technology in Teaching Pronunciation Skills

Dixon

2018

The TESOL Encyclopedia of English Language Teaching

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In recent years, many automatic speech recognition (ASR) programs have been developed for a wide range of pronunciation teaching and learning needs. This entry gives a broad overview of the advantages that current technology has in terms of teaching pronunciation, as reported by English learners, teachers, and researchers. The entry also attempts to summarize the criticisms. While technology does show a lot of promise for the teaching of English pronunciation, many agree that the key to making use of it is careful pedagogical planning. Such planning will likely require that English language teachers expand their knowledge of ASR systems and of how technology can be beneficial for improving English pronunciation in their particular classrooms.

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Social Networking for Language Education

Cited by 47 publications

References 101 publications

Metacognitive awareness in foreign language learning through Facebook

Metacognitive awareness in foreign language learning through Facebook

Technology and Autonomy

Use of Technology in Teaching Pronunciation Skills

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