SWCOLT 2012: Presentation by Claudia Behnke. Using Facebook as a language learning tool.
- 1. Using Facebook as a Language Learning Tool: Building Language LearningCommunities among Students.Claudia Behnke Northern Arizona University SWCOLT 2012
2. Why use technology in Language Learning? Language is cultural and social: Vygotskys Sociocultural theory. Technology offers students the opportunity to produce more than whatis learned, Zone of proximal development.Technology allows students to receive feedback from the professor,from other students, native-speakers and computer generatedfeedback. Interaction can occur with technology and/or through technology. 3. Virtual on-line Communities What is an on-line community? groups of people, connected via-technology-mediated communication, who activelyengage one another in collaborative, learner-centered activities to intentionally fosterthe creation of knowledge, while sharing a number of values and practices (Ludwig-Hardman, 2003). What are the benefits of an on-line community? Share life, work and school experiences. Permit group expression. Higher levels of academic success, retention of information and satisfaction ofUniversity life (Price, 2005). Bridge the gap between the social and academic worlds. 4. How do students participate in an on-line learning community? Create an on-line identity (All about me): Creation of profiles, sharingpictures, asking questions, publishing status updates. Actively participate and collaborate in an informal manner (with othersstudents and/or professor). Give and receive feedback. Ask and answer questions. Share multi-media (music, animations, links, etc.). 5. Why use Facebook? Enhance communication between students and between students and the professor. Share and participate in ways not possible in the classroom (i.e. sharing multimedia). Create surveys, applications, play games, joins groups, practice languages, sync andconnect other websites with your Facebook account, etc. Facebook is attractive and appealing, students are masters in navigating Facebook, and itsfree! Promote student collaboration outside of class, receive information from friends andfoster relationships with classmates (i.e. through a group page, or the newsfeed). Promote the responsible and professional use of Facebook and other social networkingsites. 6. Why use Facebook in the Languageclassroom? 70% of Facebook users live in other countries all around the world, andspeak more than 70 different languages, which are available on Facebook. Facebook allows students to be involved and interact with their classmatesin a familiar setting in the target language. lurking or stalking = input! Commenting, liking or sharing content. Facebook permits the access to and sharing of authentic materials andother cultural relevant items. 7. Action Research SPA101 Honors; 17 students; All undergraduate. Materials: Tally of observed participation (solicited and unsolicited). Questionnaire: Demographic information, previous experience and exposure to Spanish Personal use of Facebook. Opinions and level of comfort using Facebook in the class. Research questions: What are student opinions and perceptions of using Facebook in Spanish class? How do students participate in a Spanish class group on Facebook? 8. Facebook Activities1. Create a private Facebook account and join the secret class group.2. Share reading and listening activities (notes, blogs, videos, comments).3. Create and share multimedia.4. Publish to the group page.5. Comment other student work.6. Publish and tag photos.7. Announcements, reminders, events, etc. 9. 1. Create a private Facebook account andjoin the secret class group 10. 2. Share reading and listening activities(notes, blogs, videos, comments) 11. 2. Share reading and listening activities(notes, blogs, videos, comments), cont. 12. 3. Create and share multimedia. 13. 4. Publish to the group page: Studentcomments and questions 14. 4. Publish to the group page: Student comments and questions, cont. 15. 4. Publish to the group page: Studentprojects 16. 4. Publish to the group page: Predictions,reactions, stories, etc. 17. 5. Comment other student work. 18. 6. Publish and tag photos 19. 6. Publish and tag photos, cont. 20. 7. Announcements, reminders, events, etc. 21. Student opinion and perception: How do you like using Facebook?76 I like It a lot!54I somewhat like it3Indifferent2I somewhat dislike it1I dislike it a lot!0Using Facebook Sharing your work 22. Student opinion and perception: How doyou like using Facebook?It is easy to use and I can use it to keep track of what I have doneI particularly dislike sharing my work. I dont like the lack of privacyIt is a great way to network/connect It brings a social aspect to Spanishlearning. 23. Student opinion and perception: Would yourecommend Facebook for another class?10 8 6 4 2 0Si NoSi/No 24. Student opinion and perception: Would yourecommend Facebook for another class? I dont like using a public forum to display my work it makes meuncomfortable knowing that everyone can see it/judge me based on mywork.It creates a bridge between personal and academic that I dont like. It istoo informal of a setting for academics 25. Student opinion and perception: Would yourecommend Facebook for another class? Since most of us already use Facebook we know what were doing and it ismore enjoyable and faster Because Facebook is something that I can use and that I remember tocheck frequently I think for certain types of classes, like languages, it is the best way tomaximize our interaction and language practice. 26. Tally of observed participationClassification of FB useSolicitedNot solicitedme gusta/ like024Comment a publication 551Publish on the professors wall 04Publish to a classmates wall 04Publish to the class group1449Publish/comment a note1521Status update 02Multimedia85 4Photos3 (albums) 16 27. Tally of observed participation, cont. Yes NoDid the student add a profile picture? 161Did the student add personal information to the profile? 4 13Is he/she friends with the rest of the class?170 28. Recommendations & Conclusiones Recommendations: Create a secret group. Be an active member. Only correct errors through a private message. Encourage professional participation. Conclusions: Facebook is useful tool to increase possibility of student interaction. Students are comfortable with Facebook and prefer Facebook over Bblearn. Students do not like like to publish their written work on Facebook! 29. Bibliography Buckley, C., Hastings, A., & Mottershead, R. (2009), Using Web 2.0 Technologies to BuildLearning Communities. International Conference held in Barcelona 23rd -28th February 2009).Barcelona: IADIS chavez-Solario, Nesly. A Comparison of Student outcomes and attitudes in Tecnology enhancedvs. traditional second-semester Spanish language courses. Proquest dissertations and theses;2003; Proquest Dissertations and theses (PQDT) Naditz, N. Friend of Foe: Facebook in a High School Language Class. The language educator,Nov 2011 Lakshmi, G.V.S., Sailaja, S. Contribution of technology in Language learning. Sino-US Englishteaching. Jan, 2010, Volume 7, No.1 Mills, N. Situated learning through social networking communities: The development of jointEnterprise, mutual engagemente, and a shared repertoire. CALICO 28 (2).p. 245-386. 2011. 30. Bibliography, cont. Neil Selyn (2009): Facebooking: exploring students education-related use ofFacebook. Learning, Media and Technology, 34:2 157 174. chwartz, H. Facebook: The Classroom Commons? The Chronicle of HigherEducation. SEp. 28, 2009 Stevens, M. Learning a Language with Web 2.0: Exploring the use of socialnetworking features of Foreign language learning websites. CALIC, 27 (2). 2010 Terantino, J. & Graf, K. Using Facebook in the Language Classrrom as part of theNet Generation Curriculum. In the Classroom. The Language educator, Nov 2011 Thomas, P. Avoiding the Virtual: Building learning communities in off-campuslanguage learning. Australian Review of Applied linguistics. No 7, 2003. 31. Questions?