The Effect of Target Language Use in Social Media on Intermediate-level Chinese Language Learners’ Writing Performance

Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

“…All groups who took part in the study were observed to have statistically significant gains in writing fluency and syntactic complexity. These findings are in line with previous literature on Web 2.0 tools in terms of writing output (Dizon, 2016;Fellner & Apple, 2006;Wang & Vásquez, 2014). However, when the level of improvements were compared, there were no significant differences.…”

“…In addition, learners seem to have generally positive views towards their use for L2 learning, despite the fact that these web 2.0 tools come with their own unique disadvantages as well (Alm, 2015;Amir et al, 2011;Kabilan et al, 2010;Miyazoe & Anderson, 2009;Nepomuceno, 2011;Shih, 2011;Wang & Kim, 2014). Lastly, research on Facebook and blogs have indicated that students can make L2 language gains through their use, particularly when it comes to writing output and vocabulary improvements (Dizon, 2016;Fellner & Apple, 2006;Miyazoe & Anderson, 2009;Nakatsukasa, 2009;Shih, 2011;Wang & Vásquez, 2014). However, while studies like the ones listed above have delved into using different forms of computer-mediated communication (CMC), few have compared two different web 2.0 technologies.…”

“…Wang and Vásquez (2014) examined the use of Facebook with L2 Chinese learners and found that the Facebook group in their study wrote significantly more Chinese characters on a post-test than a control group which took part in no treatment. In regards to writing quality however, there were no significant differences between the two groups.…”

“…Dizon, 2016;Shih, 2011;Wang & Vásquez, 2014), but studies incorporating comparison groups are still lacking, particularly those that compare the effects of different Web 2.0 tools on groups of learners. Students often engage in more than one type of Web 2.0 application; they may keep a Facebook profile for personal use but be asked to use more widely utilized forms of Web 2.0 such as blogs and wikis for formal language learning.…”

“…Several studies have looked into the use of these tools and how they influence L2 learning (e.g. Jin, 2015;Wang & Vásquez, 2014), yet only one has compared the effects of two Web 2.0 technologies (Castaneda Vise, 2008). Thus, the aim of this study was to compare the impact that Facebook and blogs had on the writing skills, namely, writing fluency, lexical richness, and syntactic complexity, of Japanese EFL learners.…”