Social Networking in the Context of Language Learning - Literature review Example

Social Networking in the Context of Language Learning Student Name Instructor Name Course Code and Name University Date of Submission Social Networking in the Context of Language Learning Introduction Technology is synonymous with education just as education is synonymous with technology. The two are intertwined, such that one cannot be without the other. Power-point presentations and larger forms of storage have allowed educators and academic institutions to share their work and strategies, allowing for a more effective instruction session. The acquisition of L2 is a challenge and with the help of technology such as social networking, he results are more positive with more students achieving their goals. Social networking provides a common ground for learners where they can share problems and strategies. This paper will present a literature review of how social networking technology is used in the teaching of spoken language. This will be done to identify the best practices or areas where particular strategies overlap. Article 1 Elaine Riordan and Phil James (2010) carried out a study called the JOYN 2.0 Project to offer insights into social networking and language learning. JOYN 2.0 was a project developed in order to promote learning of language using social networking as a tool. JOYN specifically concerned itself with promoting the learning of language using social networking through the effective use of autonomous learning opportunities, collaborative learning and online tools. Riordan and James (2010) settle that social networking has specific elements that make it effective in language learning. The elements are the effects it has on learners, and they include enhancing the role that social and online media plays in language learning, strengthening the relationship and cooperation between commercial providers of online academic services, language teaching professionals and social networks. An additional element is that it results in the full potential use of online academic resources, tools like ELP (European Framework of References) and CEFRL (Common European Framework of Reference for Languages) and collaborative learning within social networks. They suggest that computer mediated communication (CMC) that is inherent in social networking as among the most promising platforms that fosters dialogue. It is also an unrivaled source of information on human behavior in the context of language use and learning. Social networking has not only been used as a source of information for students, but also for instructors as they are constantly looking for new ways of reaching and teaching language effectively. Language is a unique aspect of learning since it is used in communication, in social networking, as well. Social networking within the context of language learning can also be used to develop guidelines that teachers acting as online moderators can use to guide social networking in language learning as suggested by Riordan and James (2010). In addition, social networking has been used to train language teachers in learning facilitation in the face of online networking. In exploring a different view of social networking within the context of language learning, the authors propose that CMC is not just appealing to teachers in terms of academic benefits but also to shareholders who wish to publicize their products and make profits. Instructors of language do not just need training on how to manage and instruct language learning within an online environment, but also on how to coordinate with social networks and commercial providers of online academic services. This includes services from online libraries such as Wiley. Consequently, social media will play a stronger role in language learning. With more parties involved in social networking efforts of language learning, language learning will evolve. Accordingly, social networking is also instrumental in facilitating the evolution of language learning. Possibilities brought by the internet such as access to texts that may have been previously unavailable have been augmented by the communication plausibility of social networking. This innovation in language learning and teaching has provided a new forum for learning that beats some of the limitations of face to face learning. Teachers can tutor students online. In addition, there are additional advantages to the student who can learn about variations in language. Discussion groups can be formed constituent of people facing similar challenges, who then learn from each other. Riordan and James (2010) conclude that the potential of CMC facilitated by social networking is vast as to meet two needs at once; it is a means to an end, and it is also an end in itself. This manifests when learners practice the communicative aspect of their learning online within their groups rather than within their conversation classes, which is what they did hitherto. Article 2 In their case study, Richard Harrison and Michael Thomas (2009, p. 109-124) sought to examine the most effective tools of Web 2.0 and SNS (social networking sites) to discover the benefits they have to learners of foreign languages. The authors used Livemocha as a case, seeing as how it is an online community that runs on the specific aim of encouraging collaboration between learners of foreign languages in Japan. The authors view that through allowing both learners and teachers to actively participate in multimedia facilitated collaborative environments, the SNSs promotes learning contexts that foster creative and active language learning. Learning that takes place within social networks are developed within the framework of sharing and creating friends, user profiles, comments, blogging, making friends, videos and photos. Livemocha.com is an SNS that was developed in the United States in 2007 to examine how a social networking site that has been established with the specific aim of meeting the needs of foreign language learners responds to particular concerns that have been highlighted by research (Harrison & Thomas 2009, p. 109-124). Additional concerns include friendship performance, network structure, privacy issues and impression management. In addition, the study looked at how SNS enhance the exchange of language between non-native and native speakers. The authors make a point of creating their own research setting by defining their understanding of SNS by highlighting the various elements that are present within a particular social network. According to Harrison and Thomas (2009, p. 109-124), an SNS is a web-based service that allows its users to construct a semi-public or public profile contained in a bounded system. It also allows the user to generate a list of other users who share a connection with the user and it also permits them to traverse and view this list of connections, as well as those that have been made by others. The authors argue that latent ties that are inherently present in social networking sites are limited because SNSs are initially founded on a monolingual foundation that does not consider the unique context of foreign language learning. Monolingual contexts are developed on the assumption that people use social networking sites to build on existing connections, while the reality is that the foreign language learners engage in different levels of networking for language learning. Hence, the authors use the abbreviation SNS to describe social networking sites whose users are primarily there to make new social connections for the specific purpose of learning new languages. Harrison and Thomas (2009, p. 109-124) limit the scope of the case study by focusing their study on social constructivist approaches to teaching and learning language. SNS does not only influence academic performance, but also cultural beliefs and understanding of language. Livemocha presents the user with a number of benefits as it transforms language learning. It gives insight into various points of renegotiation and conflict, especially when it comes to the roles of learners and teachers in language learning in socially networked communities. The networks also give instructors an opportunity to examine the applicability of existing theories of language learning. Teachers can also view how learning occurs in a deconstructed classroom whose specifics are as unique and volatile as each of its users. By adopting this ethnographic approach, the authors conclude that SNSs have varied users amongst language learners, including the exploration of learners rather than just maintaining relationships that already exist outside the classroom. Critique In their case studies Riordan and James (2010), as well as Harrison and Thomas (2009, p. 109-124) vie that the development of Web 2.0 has enabled the creation of a diverse online environment that enhances feedback, interactivity and participation of language learners. While Riordan and James (2010) make no distinction about the nature of the interaction for language learners in social networking sites; Harrison and Thomas (2009, p. 109-124) contend that monolingual SNSs characterized by the enhancement of existing relations are not the constituent of interactions taking place amongst language learners. Instead, they actively participate in establishing new networks, and this translates to the development of new online relationships. Online communities are made available to students using SNS to practice language development (Harrison & Thomas 2009, p. 109-124). In this respect, computer mediated communication is a means to an end, and it is also an end in itself (Riordan & James 2010). Based on the case studies, online communities foster integrativeness for both the learners and teachers by generating and environment that fosters attitudes that relate to the integration as imagined communities are developed. To a certain level, learners are free to choose their own niche or groups where they can maximize their potential and meet academic needs, as well. Harrison and Thomas’ work has not drawn specifically from the idea of teachers learning what their students want from social networking, but rather uses a contextual definition that narrows down the scope of exploration to how students specifically use social networking for language learning (2009, p. 109-124). Riordan and James (2010) go a step further to analyze the potential benefits that social networking has to teachers, commercial producers of online reading material and students, as well. Even though Harrison and Thomas (2009, p. 109-124) mention the importance of social networking in providing a framework for the application of existing theory, both case studies fail to explicitly link their conclusions to well-grounded theories. Theories are essential in research, particularly when the research papers are dealing with aspects related to advancing the field (Mayes & de Freitas 2007, p. 13-25). The case studies are looking at ways through which social networking sites enhance language learning. Accordingly, in order to develop a coherent knowledge base within a particular discipline, research into technologies facilitated by Web 2.0 and their role in L2 learning need to be guided by clearly identifiable and clearly states theoretical perspectives (Pegrum 2009, p. 20-41; Mayes & de Freitas 2007, p. 13-25). It is also noteworthy to remark that the case studies do not mention any of the downsides of using social networking sites to the learner. There are obviously limitations that an online discussion has which are not found in the physical classroom. Failing to highlight the challenges facing these students the validity and reliability of the conclusions made may be questioned. By focussing their scope, the case studies have been able to provide in-depth analyses of social networking within the context of language learning. To offer an example, Harrison and Thomas (2009, p. 109-124) investigate livmocha.com which was developed to help language learners. They use narrative exploration to show the experience of learners and determine the nature of the benefits they get from social networking sites. Being that the articles focused on social networking technologies used in language learning, a review of research findings, as well as the development of a research base as relates to language skills and areas, were limited. Application Teaching English to speakers of other languages is a challenge, especially when one has to find a way of maintaining their practice of the language. Among the main results that, people expect from learning English as an L2 is that they will be able to express themselves (Wade & Fauske 2004, p. 134-160). Even when social networking sites are used purely for social reasons, they are instrumental in teaching learners how to express themselves (EDUCAUSE learning initiative). When teaching L2 learners, the teacher could give them access to computers and ask each of them to write their profiles in English (Meskill 2009, p. 50-68). This will help establish whether the learners can articulate themselves in English. This is because sites such as Facebook emphasize the importance of generating content rather than just consuming. Allowing students to develop their profiles, they learn how to communicate, express themselves and assemble profiles that are a summary of their experiences (Haythornthwaite 2005, p. 125-147). Research into the use of SNSs has shown that it is most appealing to college students as well as those in high school level (McCarty 2009, p. 181-201). Any type of technology with the capability of appealing to that many students brings with it the additional parameter of understanding the appealing elements and using them in teaching English as an L2. Technologies used to enhance the learning of English have been grouped under the category of computer assisted language learning (CALL) whose software has evolved from being created specifically for CALL to the use of already existing social networking sites (Arnold & Ducate 2006, p. 1-20). CALL can be integrated within different social networking sites (Arnold & Ducate 2006, p. 1-20). Studies carried out to find the effectiveness of livemocha found that social networking is addictive to the users (McCarty 2009, p. 181-201). This implies that people are looking for an impetus to continue learning, and they are finding it in social networking. Learners feel proud of themselves when they complete tasks, more so when they do it successfully (McCarty 2009, p. 181-201). Teachers should offer a wider range of work and tasks to learners in order to motivate their learning. They will be excited about this because they have something to discuss in their virtual classrooms and discussion groups. Learners need opportunities to use the foreign language (English) they are learning. This can be facilitated through communicating with others within the SNS which is pedagogically relevant as it gives the learner an opportunity to use the language, which is a form of practice (Parks 1996, p. 80-97). When chatting, learners can gain confidence in their use of the L2 because it gives them time to think of what to type. This is because chat interactions are based on the ability to negotiate new forms of the language and type the language. The learner will practice both writing and constructing the language. This is particularly effective in group chats since the learner can see what the others have written as they think of what to write. Part of teaching English is introducing the students to native speakers either physically or through audio and video recordings. In an SNS, the learner meets the native speakers, and this is highly motivational (Parks 1996, p. 80-97). The purpose of them learning the language is so that they can meet and successfully communicate with others. In addition, communicating with others is a critical part of learning (McCarty 2009, p. 181-201). This will help teachers meet motivational and practical goals at the same time. List of References Arnold, N & Ducate, L 2006, “CALL: Where are we and where do we go from here?’ In Ducate, L & Arnold, N (Eds), Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching, Calico, Texas. pp. 1-20. EDUCAUSE learning initiative. 7 things you should know about Facebook http://www.educause.edu/ELI/7ThingsYouShouldKnowAboutFaceb/156820 Harrison, R & Thomas M 2009, “Identity in online communities: Social Networking sites and language learning,” International journal of emerging technologies & Society, vol. 7, no. 2, pp. 109-124. Haythornthwaite C 2005, “Social networks and Internet connectivity effects,” Information, Communication & Society, vol. 8, no. 2, pp. 125-147. Levy, M 2009, “Technologies in use for second language learning,” The Modern Language Journal, vol. l9, pp. 769-782. Mayes, T & de Freitas, S 2007, “Learning and e-learning: The role of theory.” In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy in the digital age (pp. 13-25), Routledge, London. McCarty S 2009, ‘Social networking beyond student lines in Japan’, in M Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 181-201), IGI Global, Hershey, Pennsylvania. Meskill, C 2009, “CMC in language teacher education: Learning with and through instructional conversations,” Journal of Innovation in Language Learning and Teaching, vol.3, no. 1, pp. 50-68. Parks M 1996, “Making friends in cyberspace,” Journal of Communication, vol. 46, no. 1, pp. 80-97. Pegrum M 2009, “Communicative networking and linguistic mashups on Web 2.0,” In Thomas, M (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 20-41), IGI Global, Hershey, Pennsylvania. Riordan, E & James, P 2010, The JOYN 2.0 project – Social Networking and Language Learning: Some Preliminary insights. International conference. ICT for language learning, 5th edition. Viewed from http://conference.pixel-online.net/ICT4LL2012/common/download/Paper_pdf/159-IBT32-FP-Riordan-ICT2012.pdf Wade, SE & Fauske JR 2004, “Dialogue online: prospective teachers' discourse strategies in computer-mediated discussions,” Reading Research Quarterly, vol. 39, no. 2, pp. 134-160. Read More