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

Harting, Axel

doi:10.4995/eurocall.2017.7014

Cited by 6 publications

(8 citation statements)

References 12 publications

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“…However, the study also demonstrated that the participants experienced writing challenges particularly in vocabulary and grammar. Similarly, Harting (2017) observed that preintermediate German learners in Japan mostly relied on the speech acts and expressions presented in pre-writing activities rather than incorporating the structures they encountered while engaging in authentic interactions with L2 speakers.…”

Section: Theme 1: Practicing Multiple Language Areas and Literaciesmentioning

confidence: 96%

“…The universality of SNSs also meant that language learners could easily contact with native speakers (NSs) all over the world. This particular affordance of SNS was raised by a number of scholars including Jin (2015) and Harting (2017), whose research illustrated that communication with native speakers was a viable option regardless of students' geographical location. In a small case study by Hattem (2014), the evidence of negotiation of meaning was found among three Intensive Academic English Program students who practiced their grammar skills through frequent participation on Twitter.…”

Section: Theme 2: Authenticity and Negotiation Of Meaning Through Intmentioning

confidence: 99%

“…Twitter was also found to facilitate community building and the development of a sense of trust in an interactive way (Lomicka & Lord, 2012). Collaboration in SNS also enabled learners to foster relationships with other community members leading to a positive classroom climate (Harting, 2017), and to express themselves in new and different ways and to have an opportunity for membership in the L2 community (Solmaz, 2017). Finally, in a case study by Hattem (2014), three Intensive Academic English students formed and maintained their own community through language play in frequent interactions with one another.…”

Section: Theme 4: Membership In L2 Communitiesmentioning

confidence: 99%

“…The investigation of multiple identities in informal online study space as part of a classroom should also greatly inform the identity research in online contexts. As suggested by Harting (2017), the role of students' personal and teacher-assigned SNS interactions on their L2 learning needs to be further investigated as well. Finally, less commonly taught languages, local SNSs, underexplored SNSs such as Instagram and Snapchat as well as specific features of SNSs such as hashtags, `stories` are among the areas which are to be empirically examined in detail.…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

“…It was highlighted that SNSs provided a virtual environment for the students outside of scheduled class time (e.g., Mills, 2011), and a positive, flexible, and non-threatening space for students to communicate and collaborate (Ota, 2011). Furthermore, it is stressed that learners are encouraged to express their opinions more freely in online social spaces in comparison to their interactions in face-toface settings (Harting, 2017). A number of studies also indicated that SNSs created a virtual extension of the face-to-face classroom setting.…”

Section: Introductionmentioning

confidence: 99%

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A Critical Review of Research on Social Networking Sites in Language Teaching and Learning

Solmaz

2018

CONT ED TECHNOLOGY

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The current study aims to present a critical analysis of research on social networking sites (SNSs) in second language teaching and learning (L2TL) context. Twenty-two studies published from 2011 to 2017 were included in the analysis through the selection criteria devised by the researcher. The descriptive analysis reveals that Facebook was the most commonly explored medium, and more than half of the studies featured English language learners in various levels. Following the content analysis of the studies, the emerging aspects of the literature review are treated under five overarching themes: practicing multiple language areas and literacies; authenticity and negotiation of meaning through interaction; development of intercultural competence and socio-pragmatic awareness; membership in L2 communities; and (re)construction of identities. Following an account of pedagogical considerations such as the dynamics of classroom, technical features, and various cultural uses of the SNSs, the study concludes with suggestions and directions for future research in regards to the incorporation of SNSs such as Facebook and Twitter into L2 classrooms.

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Section: Theme 1: Practicing Multiple Language Areas and Literaciesmentioning

confidence: 96%

Section: Theme 2: Authenticity and Negotiation Of Meaning Through Intmentioning

confidence: 99%

Section: Theme 4: Membership In L2 Communitiesmentioning

confidence: 99%

Section: Recommendations For Future Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Critical Review of Research on Social Networking Sites in Language Teaching and Learning

Solmaz

2018

CONT ED TECHNOLOGY

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Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy

et al. 2023

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Recent studies have evaluated the use of social media as learning aids in tertiary education. Emerging research in this area has focused primarily on non-quantitative approaches to student social media engagement. However, quantitative engagement outcomes may be extracted from student posts, comments, likes, and views. The goal of the present review was to provide a research-informed taxonomy of quantitative and behavior-based metrics of student social media engagement. We selected 75 empirical studies comprising a pooled sample of 11,605 tertiary education students. Included studies used social media for educational purposes and reported student social media engagement outcomes (source databases: PsycInfo and ERIC). We used independent raters and stringent interrater agreement and data extraction processes to mitigate bias during the screening of references. Over half of the studies (52%, n = 39) utilized ad hoc interviews and surveys to estimate student social media engagement, whereas thirty-three studies (44%) used some form of quantitative analysis of engagement. Based on this literature, we present a selection of count-based, time-based, and text-analysis metrics. The proposed taxonomy of engagement metrics resulting provides the methodological basis for the analysis of social media behavior in educational settings, particularly, for human operant and behavioral education studies. Implications for future research are discussed.

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Reviews of Vietnamese students about the development of Russian speaking and writing skills using social networks: A quantitative research

Нгуен Ву

2024

Tomsk State Pedagogical University Bulletin

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Технологическое развитие не только объединяет людей во всем мире, но и открывает путь в образовательной сфере. В качестве вспомогательного средства социальные сети обеспечивают естественное общение и обмен информацией, предоставляют обучающим и ученикам образовательные ресурсы, услуги по разработке материалов и организации обучения, а также создают образовательную среду в форме виртуальных сообществ для взаимодействия, где учителя и ученики активно участвуют в процессе обучения, где обучающие одновременно выступают в роли консультантов и участников коммуникации. Целью исследования является изучение отношения студентов бакалавриата вьетнамских университетов к развитию навыков устной и письменной речи русского языка с помощью социальных сетей вне стен классной комнаты. Научная новизна исследования состоит в рассмотрении способности использования социальных сетей в качестве вспомогательного инструмента по изучению русского языка во Вьетнаме. Теоретической основой послужили научно-педагогические труды по проблеме исследования. В процессе работы использовались следующие методы: анализ, синтез, систематизация, кейс-стади, анкетирование. Результаты исследования показали положительные взгляды вьетнамских студентов на развитие навыков устной и письменной речи русского языка через социальные сети вне аудитории. Было также замечено, что необходимо изменить сознание и отношение обучающих к использованию платформ социальных сетей в качестве вспомогательных средств при обучении навыкам устной и письменной речи русского языка. Кроме того, ожидается эффективное использование социальных сетей в обучении другим навыкам русского языка. С другой стороны, в виртуальной среде учащиеся могут наблюдать за реальностью использования языка в повседневной жизни, что невозможно для изучающих язык в неязыковой среде. Сделанные выводы способны послужить основой для раскрывания возможностей создать интерактивные упражнения и внедрить их в отработку навыков устной и письменной речи русского языка посредством социальных сетей во Вьетнаме. К будущим исследованиям может относиться изучение функций социальных сетей и их использование в создании системы упражнений для развития навыков русского языка; проведение глубинного интервью для оценки достижений речевых умений с помощью различных видов упражнений в социальных сетях. Technological development not only unites people all over the world, but also opens the way in the educational field. As an assistive tool, social networks provide natural communication and exchange of information, provide teachers and students with educational resources, services for developing materials and organizing training, as well as creating an educational environment in the form of virtual communities for interaction, where teachers and students actively participate in the learning process, where teachers simultaneously act as consultants and participants in communication. The purpose of the study is to study the perceptions and attitudes of undergraduate students at Vietnamese universities towards developing Russian speaking and writing skills through social networks outside the classroom. The scientific novelty of the study lies in considering the ability to use social networks as an auxiliary tool for learning the Russian language in Vietnam. The theoretical basis was provided by scientific and pedagogical works on the research problem. The following methods are used in the research process: analysis, synthesis, systematization, case study, questioning. The results of the study showed positive views of Vietnamese students on the development of Russian speaking and writing skills through social networks outside the classroom. It was also noted that it is necessary to change the consciousness and attitude of teachers towards the use of social networking platforms as aids in teaching Russian speaking and writing skills. In addition, effective use of social networks in teaching other Russian language skills is expected. On the other hand, in a virtual environment, students can observe the reality of language use in everyday life, which is impossible for language learners in a non-linguistic environment. The conclusions drawn can serve as the basis for revealing the possibilities of creating interactive exercises and introducing them into the development of Russian speaking and writing skills through social networks in Vietnam. Future research may include studying the functions of social networks and their use in creating a system of exercises for developing Russian language skills; conducting an in-depth interview to assess the achievements of speech skills using various types of exercises on social networks.

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

Cited by 6 publications

References 12 publications

A Critical Review of Research on Social Networking Sites in Language Teaching and Learning

A Critical Review of Research on Social Networking Sites in Language Teaching and Learning

Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy

Reviews of Vietnamese students about the development of Russian speaking and writing skills using social networks: A quantitative research

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