SOCIAL NETWORKING IN SECOND LANGUAGE LEARNING Informal Online Interactions DOCTORAL THESIS (original) (raw)
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Social Networking in Second Language Learning
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This study is related to nowadays' knowledge society in the era of the Internet and aims to investigate the most important potentialities of the communities in Social Network Sites (SNSs) for second language (L2) learners. In this way, it would be possible to assess how to insert in formal learning activities some of the new forms of learning beyond the book that are taking place through the Web 2.0, taking into consideration that the term "learning" itself is being constantly explored and redefined according to the needs of Web 2.0 learners and to the new possibilities offered by our era. My research, in particular, attempts to raise awareness of some of the complex issues (learner autonomy, motivation, collaboration) surrounding learning taking place on SNS communities referring to the context of in informal L2 learning and reframing these communities as Personal Learning Environments (PLEs). Ethnographic data (e.g. rich accounts of learners' perceptions about their experiences in learning a language on SNSs, interviews and electronic discourse) will paint a picture of learners' behaviour when interacting in these social spaces and sharing videos, pictures, games related to their target language. In this way, I will be able to map out possible difficulties and opportunities for further research into the potential use of SNSs for second language learners.
Telecollaboration in online communities for L2 learning
This paper reports on a PhD study about informal second language learning in online communities (Livemocha and Busuu). In these communities learners autonomously seek opportunities for telecollaboration with Native Speakers (NSs) in the absence of teachers and pedagogical tasks, and in an informal context. This paper focuses on learning and social resources of these communities as a support for tandem activities. The methodology adopted had an interpretative framework and consisted of six phases. Results showed that these online environments have a potential for learners to engage in naturalistic repair trajectories. The conclusions that can be drawn from this study are that, despite today's flourishing of social media and new technologies, tandem language learning still presents the same challenges and more investigation is required on the adequate support learners need.
The use of social network sites for second and foreign (L2) language learning and teaching has recently gained attention by practitioners and researchers of applied linguistics and L2 education. Informed by socially informed theories of language learning and computer-assisted language learning (CALL) studies, researchers have examined L2 learning and use in non-educational or vernacular sites like Facebook, L2 pedagogy using vernacular sites, and the use of commercial social networks designed specifically for language learning, like LiveMocha. Findings implicate the role of self-organized, autonomous learning processes, the development of socio-collaborative learning community, and the challenges of balancing the learning benefits emergent from the user-driven agency of everyday use with the demands to meet formal curriculum-driven objectives. After a brief discussion of influences and definitions, this chapter examines, analyzes, and synthesizes selected research that illustrates these findings, concluding with problems and future directions.
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The purpose of this research was to investigate the development and implementation of an online community of learners within the context of an intermediate and advanced level Italian as a second language university class using a design-based research approach. The online learning community of this study was developed to address some of the issues related to learning a second language in a context where learners only have limited opportunities to engage in collaborative social interaction and participate in meaningful and authentic activities with other speakers of the target language, such as more competent peers and native speakers. The development of the learning environment drew upon theories and principles derived from the literature, including Vygotsky’s sociocultural theory applied to second language learning, theories of situated and authentic learning, and principles that guide the development of online communities of practice and communities of learners. The learning enviro...
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As the social, political and economic structures of the world become more globally integrated, incorporating international experiences into higher education curricula becomes increasingly more desirable. Moreover, the concept of social computing has revitalised an interest in peer learning and collaboration, notions that have a longer history within the area of Computer Supported Collaborative Learning (CSCL). Globalization and the information-technology revolution demand that students develop not only the intellectual skills but also the communicative skills to integrate in this different societal texture where English as a global language and websites, blogs or social networking sites (SNS), among others are employed by individuals and small groups around the world. Each of these technological innovations brings with it a need to master not only the technology but the new cultural codes which it engenders. English seems to have joined this list of basic skills and its function and...
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In 2008, as part of its policy support for DG Education and Culture, IPTS launched a study to explore the innovative social and pedagogical approaches to learning that are emerging in new ICT-enabled collaborative settings. This is the final report on the project. Lifelong learning plays a crucial role in society today as jobs, and the skills they require, are changing. Recent technological and social developments in online settings have the potential to support lifelong learning in new ways. Online collaborative spaces can support both intentional and non-intentional learning in new ways through various forms of participation. These online platforms, networks and communities support learning all the key competences for lifelong learning, including new transversal skills and personal growth in a social context. However, ensuring digital fluency and self-regulated learning skills for all becomes a crucial challenge and enabler for lifelong learning. Furthermore, individuals need to be prepared for and interested in learning. Communities can encourage their members to participate and learn with a sociable, openly-managed and developing culture. The report argues that online networks and communities can contribute to all the major European Education and Training policy objectives, i.e. modernising educational institutions to support the lifelong learning continuum with new opportunities for equity, quality and efficiency, and learning key competences and transversal skills. However, a new learner-centred approach for lifelong learning by learners, education providers and employers is needed. All education stakeholders should engage in developing lifelong learning opportunities through collaboration and new partnerships.
In recent years, there has been a great deal of research and pedagogical experimentation relating to the uses of technology in second (L2) and foreign language education. The majority of this research has usefully described and examined the efficacy of in-class and directly classroomrelated uses of technology. This article broadens the scope of inquiry to include L2 and foreign language-related uses of technology that extend into the interstitial spaces between instructed L2 contexts and entirely out-of-school noninstitutional realms of freely chosen digital engagement. Two demographically and sociologically significant phenomena are examined in detail; the first focuses on participation in Internet interest communities such as fan fiction and virtual diaspora community spaces and the second describes a continuum of three-dimensional graphically rendered virtual environments and online games. A review of research in each of these areas reveals extended periods of language socialization into sophisticated communicative practices and demonstrates the salience of creative expression and language use as tools for identity development and management. In the final section of the article, we suggest a number of possibilities for synergistically uniting the analytic rigor of instructed L2 education with the immediacy and vibrancy of language use in digital vernacular contexts.