Context-aware writing support for SNS: Connecting formal and informal learning

Abstract

This paper presents another stage in a series of research efforts by the authors to develop an experience-connected mobile language learning environment, bridging formal and informal learning. Building on a study in which the authors tried to connect classroom learning (of German in Japan) with learners' real life experiences abroad by having smartphones detect the learners' location and supply them with multimedia content matching their real-time communicative situation, the authors developed a hybrid language learning environment supporting different types of learning. Based on observations that learners tended to use resources rather for preparatory or retrospective learning, and on considerations about the potential of social media as a space for informal language learning, the authors added a feature that supports learners when writing a social networking service (SNS) post about their everyday experiences abroad. Help is offered based on the analysis of the learners' geolocational position -hinting to what situation they might want to write about-and on the text they already entered. Based on these data, they are provided with help in the form of vocabulary and/or model texts.

Using Facebook to improve L2 German students’ socio-pragmatic skills

“…However, it has to be admitted that the students' posts did not purely derive from an authentic desire to socialise or to share information, but were a requirement of their language class. In this regard, it has to be further investigated how differences between students' private and teacher-assigned SNS interactions affect L2 learning (Leier & Cunningham, 2016;Waragai et al, 2014). In their more learner-centred approach, Promnitz-Hayashi (2013) let students design their own tasks, which significantly increased the number of prompted comments as compared to teacher-assigned tasks.…”

“…As for GFL students in Japan, Waragai et al (2014) found that learners make more use of the L2 within private messaging than within assigned activities for concerns of formal adequacy. Clearly, more research is needed on both students' private usage as well as study-related SNS use in order to arrive at an understanding of how learners might be assisted best in their endeavour to utilise such technologies for their L2 learning.…”

Construction and evaluation of an integrated formal/informal learning environment for foreign language learning across real and virtual spaces

“…This study is carried out before the long-term background of our continuous experiments. At the Keio University Shonan Fujisawa Campus (Japan), researchers and educators have been working on designing computer-based language learning environments to provide language learners (mainly of German) with learning opportunities outside the classroom that are linked to classroom content (Waragai, Ohta, Raindl, & Kurabayashi, 2013;Waragai et al, 2014). This paper is focused especially on writing activity in a foreign language.…”

Mobile assisted language learning and mnemonic mapping – the loci method revisited

“…The authors have been exploring different ways of connecting places in German speaking countries and classroom learning contents, by designing MLLEs that supplied learners with learning materials according to (1) situations experienced in specific places (in public transport, in restaurants, etc. ), offering on-the-spot help for oral interaction (Waragai, Ohta, Raindl, & Kurabayashi, 2013), or (2) the places that learners had visited during the day, providing them with scaffolding for writing SNS-entries about their experiences (Waragai et al, 2014).…”