Lurking and L2 Learners on a Facebook Group: The Voices of the Invisibles

Abstract

This qualitative research investigates the practice of lurking among English as a second language (ESL) learners in a Facebook group discussion. Lurking is a term used to describe the activity of following and observing any online discussions or activities without contributing to the discussions. Lurkers are often accused of being invisible and passive participants. Facebook groups with international members usually uses English as the medium of communication in their group discussions. It is a norm for L2 learners to lurk in the group. These L2 learners often do not have the required English language proficiency and the confidence to participate actively in the group they join. This study explores lurking behaviours of three participants in learning English in informal Facebook contexts. This study uses a qualitative case study. The study involved three L2 learners who were university students and members of a Facebook group. The study involved online observation and semi-structured interviews with these three participants. Their Facebook accounts and a common Facebook group were observed for 14 weeks, and after the online observation, the participants were interviewed. Data collected from online observation and semi-structured interviewed were analysed and managed using Atlas.ti 7. The study reveals five emerging themes such as that lurkers have poor online communication skills, lack of confidence, learning by lurking, lack of a sense of belonging and lurking is the norm of Facebook groups.

Medical student use of Facebook to support preparation for anatomy assessments

“…The actual number of students who commented on the Facebook Page was low, with the majority of students seemingly content to engage by reading the posts of others and the module manager. The explanation for this behavior is likely to be due to a broad variety of reasons, including the query already being asked by a fellow student, not wanting to come across as lacking knowledge, or conversely, being seen as a “know it all.” Previous studies have already highlighted the phenomenon of “lurking” on social media (Shafie et al, ) and it would not be surprising if a similar approach was present here. Moreover, seeing as social media is also an online space that many students face with trepidation due to the potential anonymity and privacy issues (Aydin, ), the development of a Facebook Page as an educational scaffold needs to be student‐centered and managed in such a way that promotes and supports interaction.…”

Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences

“…A lot of time, there are one-tomany broadcastings but little user-to-user interactions. There are five reasons for English as a second language (ESL) students in Malaysia to lurk in Facebook groups that use English as the medium of communication, which are; poor online communication skills, lack confidence, no sense of belonging, learning by lurking, and following the norm of Facebook groups (Shafie, Yaacob, & Singh, 2016). Many interviewees in this study similarly expressed that they were not confident with their L2 ability, and that the group members were not supportive of their efforts to promote learning.…”

Students’ Perceptions and Attitudes Towards the Use of Instagram in English Language Writing

“…As students are ready for technological changes in learning (Manca & Ranieri, 2013), it is time that higher education (HE) institutions harness their potential to better serve the students' creative needs (Davis III, Deil-Amen, Rios-Aguilar, & González Canché, 2015). At present, Facebook, Twitter, and Instagram are popular forms of SNS with a high rate of university students' demography (Shafie, Yaacob, & Singh, 2016); hence could be employed as mobile learning tools to positively impact language learning.…”

“…They provide new ways for languages and cultures which rope students in for critical reflection in the process of meaning making (Chun, Smith, & Kern, 2016). Facebook and Twitter offer wide opportunities for English language learners to interact with native speakers and authentic materials (Shafie et al, 2016). Shih (2011; reported that the Facebook writing activities among Taiwanese EFL students have improved their language and generic skills as well as strengthened peer-to-peer relationships.…”