User Generated Content: An Analysis of User Behavior by Mining Political Tweets

Abascal-Mena, Rocío; Lopez-Ornelas, Érick; Zepeda-Hernández, J. Sergio

doi:10.1007/978-3-642-39371-6_1

Cited by 7 publications

(1 citation statement)

References 4 publications

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“…(For more on the life and death of hashtags, see Cunha et al 2011; Glasgow & Fink, 2013; Maity, Saraf, & Mukherjee, 2016; Varol, Ferrara, Ogan, Menczer, & Flammini, 2014). Examples of this pattern can be found in the analysis of the hashtags used during the London riots (Glasgow & Fink, 2013), the 2012 U.S. presidential debates (Lin, Margolin, Keegan, Baronchelli, & Lazer, 2013), and the 2012 Mexican presidential election (Abascal-Mena, López-Ornelas, & Zepeda-Hernández, 2013). All indicate relevant and noteworthy trends in discourse patterns that are relevant for language learners’ development.…”

Section: Hashtagsmentioning

confidence: 99%

Emergent Digital Discourses: What Can We Learn From Hashtags and Digital Games to Expand Learners’ Second Language Repertoire?

Sykes

2019

Ann Rev Appl Linguist

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In recent years, digital technologies have expanded the possibilities for human interactions in ways that were never before imagined, further complicating the teaching and learning of languages (Taguchi & Sykes, 2013; Thorne, Sauro, & Smith, 2015). Despite this complexity, when approached as meaningful, high-stakes practices, discourses in digital contexts can be highly useful for language learning and teaching. This article synthesizes work related to two digital discourse contexts, specifically hashtags and digital games. Moving away from technology as the vehicle to deliver “important content,” the analysis to follow examines digital discourses as both the content and context to be examined as part of learners’ multilingual experiences. The article begins by situating the discussion focused on digital discourses, reviewing relevant work addressing interactional patterns in each context, and then applying findings to second language teaching and learning. Drawing on empirical work, the article then describes a framework with specific examples for learner exploration of digital discourses as part of their language learning experience. The article concludes with implications for future research and teaching.

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Section: Hashtagsmentioning

confidence: 99%

Emergent Digital Discourses: What Can We Learn From Hashtags and Digital Games to Expand Learners’ Second Language Repertoire?

Sykes

2019

Ann Rev Appl Linguist

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Determination of Contents Based on Learning Styles Through Artificial Intelligence

Silva

Hernandez

Romero

et al. 2020

Lecture Notes in Electrical Engineering

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Data Mining and Social Network Analysis on Twitter

Silva

Varela

Ovallos-Gazabon

et al. 2020

Lecture Notes in Electrical Engineering

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The emergence of a networked social structure in the last decade of twentieth century is accelerated by the evolution of information technologies and, in particular, the Internet has given rise to the full emergence of what has been called the Information Age [1] or the Information Society. Social media is yet another example of people's extraordinary ability to generate, disseminate and exchange meanings in collective interpersonal communication with a massive, real-time networked system where everything tends to be connected. The analysis of the climate of opinion on Twitter is presented around the Common Core State Standards (CCSS), one of the most ambitious educational reforms of the last 50 years in USA.

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User Generated Content: An Analysis of User Behavior by Mining Political Tweets

Cited by 7 publications

References 4 publications

Emergent Digital Discourses: What Can We Learn From Hashtags and Digital Games to Expand Learners’ Second Language Repertoire?

Emergent Digital Discourses: What Can We Learn From Hashtags and Digital Games to Expand Learners’ Second Language Repertoire?

Determination of Contents Based on Learning Styles Through Artificial Intelligence

Data Mining and Social Network Analysis on Twitter

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