Using social networking sites for language learning to develop intercultural competence in language education programs

Valencia, José Aldemar Álvarez; Benavides, Alejandro

doi:10.1080/17513057.2018.1503318

Cited by 24 publications

(9 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, in Q1, most respondents gave a score of 2, indicating that they have limited intercultural contact through social networking sites. This unexpected finding could be influenced by the frequent use of social networking sites in language learning (Álvarez Valencia & Fernández Benavides, 2019;Pikhart & Botezat, 2021;Reinhardt, 2019).…”

Section: Discussionmentioning

confidence: 99%

Students’ Intercultural Contact and L2 Motivation: A Case of Indonesian EFL Students

Tambunan,

Sari,

Rasmitadila

2024

RGSA

View full text Add to dashboard Cite

Objective: The present study aims to explore the relationship between EFL students' intercultural contact through social networking sites and their L2 motivation. Method: To do so, a number of 162 university students participated in answering three sets of questionnaires. A regression analysis identified correlations between L2 motivation and intercultural engagement through social networking sites during the learning process. Results and Discussion: Instagram and YouTube were determined to be the primary sources of intercultural contact among Indonesian EFL students. The study also revealed a substantial relationship between intercultural contact, the L2 motivational self-system, and its constituents. Originality/Value: Based on the findings, this study suggests that teachers employ social networking sites as often as possible in classroom activities to engage students with meaningful learning in their target language.

show abstract

Section: Discussionmentioning

confidence: 99%

Students’ Intercultural Contact and L2 Motivation: A Case of Indonesian EFL Students

Tambunan,

Sari,

Rasmitadila

2024

RGSA

View full text Add to dashboard Cite

show abstract

“…En el grupo focal el aspecto (inter)cultural tuvo una frecuencialidad del 18% (40 veces), lo que concuerda con otros estudios que han indicado que la dimensión cultural es uno los principales atractivos de este tipo de ambientes digitales (Liaw, 2011;Lloyd, 2012;Álvarez Valencia & Fernández, 2019). En el análisis de las grabaciones de pantalla se encontró que todas las unidades temáticas iniciaban con una introducción en la que abordaban temas como el Titanic, el Super Bowl, Christmas entre otros que servían de contexto para discusiones culturales y la integración de visión intercultural.…”

Section: Posibilidades De Interacción E Involucramiento Interculturalunclassified

“…Otros trabajos han reportado que las RESAL incrementan la disposición de los aprendices para entablar comunicación (Lloyd, 2012) y tienen un gran potencial para el desarrollo de procesos de socialización, desarrollo pragmático e intercultural (Malerba, 2012;Loiseau & Zourou, 2012;González, 2013;Álvarez Valencia & Fernández, 2019). Autores como Álvarez Valencia (2016aValencia ( , 20016b, 20016c, 2017, desde una perspectiva más teórica, han explorado las visiones de lengua, de aprendizaje e identidades que subyacen a los diseños semióticos (estructura, presentación y contenido) de las RESAL.…”

Section: Introductionunclassified

Retos y logros en la articulación de las Redes Sociales para el Aprendizaje de Lenguas (RESAL) en programas de formación de profesores de lenguas extranjeras

Valencia

Mejía-Laguna²

2023

Rev. signos

View full text Add to dashboard Cite

El presente estudio exploró la articulación pedagógica entre las Redes Sociales para el Aprendizaje de Lenguas (RESAL) y las clases presenciales de inglés en la licenciatura en lenguas extranjeras de una universidad pública colombiana. Mediante una investigación mixta, se recogieron datos a través de encuestas, un diario del investigador, grupos focales, fichas de aprendizaje (learning logs) y la grabación de las pantallas de los computadores de los estudiantes durante el uso de la RESAL Livemocha. Los resultados indican que el éxito de la integración pedagógica de este tipo de redes sociales en las clases depende del nivel de competencia comunicativa de los estudiantes, la capacidad del docente para adaptar las actividades de la RESAL, y las actitudes y creencias de los estudiantes sobre aprender lenguas en ambientes virtuales. Además, la preparación de clase, la presencia del profesor y la creatividad juegan un papel preponderante en la implementación. Las percepciones de los estudiantes indican que las RESAL contribuyen al desarrollo de competencias comunicativas, aunque también resaltan la desmotivación que producen las fallas técnicas. Con base en este ejercicio investigativo, el cual tuvo lugar durante un semestre académico, los docentesinvestigadores identifican etapas para la integración de este tipo de espacios educativos virtuales en clases presenciales de programas de formación docente.Palabras Clave: Redes sociales para el aprendizaje de lenguas, redes sociales educativas, inglés como lengua extranjera, formación de docentes, comunicación mediada por computadores.

show abstract

“…Communicative competence is important for future professionals regardless of their professional direction because it is used in professional discourse and requires high-quality communication skills for further employment. The scientist (Valencia, 2019) notes that the modern principles of establishing communicative competence have been fundamentally changed, which will continue to happen in the following years. Therefore, it is significant to form an optimal system of using information technologies that can provide competitive advantages.…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of Information Technologies in Developing Future Specialists’ Communicative Competence

Ponomarenko

Бессараб²,

Mykytiv

et al. 2023

KJHSS

View full text Add to dashboard Cite

The use of information technologies in developing communicative competence is a research issue, which consists of analyzing the integration of innovative technologies into the educational process. The issue of the quality of organizing the educational process and the possibility of improving future specialists’ practical abilities is an important task for modern educational institutions. The primary purpose of the academic paper is to analyze the role of information technologies in education and their potential application for forming communicative competence, taking into account the format of remote communication, the organization of educational conferences, etc. Analysis of contemporary educational outcomes following the rise in popularity of distance learning, which served as a catalyst for advancing information technologies in education, is a key component of the research. The theoretical and practical principles of developing communicative competence were outlined and its components were characterized using the scientific research methods. The academic paper examines the features of the modern educational process and information technologies used to improve the communicative component, which is one of the tasks of an educational institution. In addition, the research analyzes the current state of educational services and characterizes the key tendencies in using information technologies, taking into account the opportunities for developing communication competence. The implementation of information technologies in the educational process, whether in a traditional or distance learning format, has the potential to improve it in terms of practicality and efficiency. Using information technologies in education remains a priority, but a debatable issue regarding the possibilities of their implementation, the feasibility of application and prospects for development. The obtained research results can become socially useful to improve the educational process and enhance future specialists’ communicative competence.

show abstract

Using social networking sites for language learning to develop intercultural competence in language education programs

Cited by 24 publications

References 29 publications

Students’ Intercultural Contact and L2 Motivation: A Case of Indonesian EFL Students

Students’ Intercultural Contact and L2 Motivation: A Case of Indonesian EFL Students

Retos y logros en la articulación de las Redes Sociales para el Aprendizaje de Lenguas (RESAL) en programas de formación de profesores de lenguas extranjeras

The Role of Information Technologies in Developing Future Specialists’ Communicative Competence

Contact Info

Product

Resources

About