Facebook for informal language learning: Perspectives from tertiary language students

Abstract

This paper investigates the use of Facebook for out-of-class, informal language learning. 190 New Zealand university language students (Chinese, German, French, Japanese and Spanish) completed an anonymous online questionnaire on (1) their perceptions of Facebook as a multilingual environment, (2) their online writing practices and (3) their views on the educational value of their experiences. Findings indicate that language students are using a range of Facebook features to expose themselves to the languages they study (L2) and to communicate in their L2 with native speaker Facebook friends. The use of the social networking site varied according to proficiency-levels of the participants (beginner, intermediate and advanced levels), strength of social ties with native speaker Facebook friends and personal attitudes towards the site. Learning experiences on Facebook were not perceived as useful for the formal language learning context which suggests the need for bridging strategies between informal and formal learning environments.

Use of Social Media for Informal Language Learning by Malaysian University Students

“…First, Facebook provided an informal environment where there was less pressure to produce language as compared to the language classroom; second, Facebook also provided opportunities to observe native speaker activities and their conversations, providing a space for exposure to authentic language; and third, Facebook provided opportunities to observe and participate in real conversations with native speakers, about interesting topics, using relevant language. Similar to other studies, Alm (2015) discovered that Facebook provided an alternative venue for the students to practice their L2 in an authentic and real setting, providing a more casual and intimate environment where beginner and shy students feel less shy and more confident to interact in the language they are studying.…”

“…The large majority used English as the default language. Nevertheless, Alm (2015) found that the more advanced the students are in their language study, the more likely it is for them to keep the language setting to the L2 they were studying or changing the language back and forth between English and their L2. The more advanced students were also more likely to be part of a study group set up by students and to belong to special interest groups.…”

“…In her study, Alm (2015) investigated the use of Facebook for out-of-class informal language learning using data involving 190 language students (143 females, 48 males) of a university in New Zealand. Alm (2015) explained that the informal use of Facebook in language learning mainly refers to learner-initiated use of the SNS for communication with others, including native speakers. She reasoned that these interactions are more difficult to track and quantify and thus have received not much attention in the literature and are less well understood.…”

“…Students' rating on a 5-point scale seemed to indicate that many of the advanced L2 learners considered Facebook moderately useful for L2 exposure and practice, and even the more active ones felt that their informal language engagement was not perceived as useful in the context of formal language learning. Citing Eaton (2010), Alm (2015) commented that informal language learning has often been perceived as second-rate learning, so much so that students themselves do not value their informal language experiences as learners. Her conclusion brings attention to the need for educators to recognise the value of informal out-of-class language learning experiences of students and start encouraging such learning.…”

Gender-Associated Behavior of Jordanians on Facebook

“…Tifferet & Vilnai-Yavetz (2014) have supported the findings of present study have discussed that there is a positive and significant gender differences in the context of language features and self-representation. Alm (2015) has revealed that writing experiences on Facebook was perceived to be useful for the formal language writing context, suggesting the need for connecting strategies between formal and informal writing environments.…”