International Society for Language Studies
2011 Conference
Oranjestad, Arbua
June 23rd – 25th
Presented by
Luba Iskold, Ed. D
Muhlenberg College
Presentation Outline
 Introduction:
Perspectives on collaborative nature of Web 2.0 tools
 Research related to the use of SNSs for SLA
 Potential benefits and possible drawbacks
 Instructor’s role
 Classroom examples
 Student reactions to class-related FB experiences
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Definition of Terms
 Avatar – Graphical representation of a user
 Blog – Abbreviation for “weblog” with personal entries
 CALL – Computer-Assisted Language Learning
 CMC – Computer Mediated Communication
 FB – Facebook, a social networking site
 L2 – The terms “second language,” “target language,” “foreign
language” refer to languages other than English taught as an
academic subject
 SNS – Social Networking Site
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Introduction:
Perspectives on collaborative nature of
Web 2.0 tools
 Users not only engage in one-way communication,
i.e., access web pages to retrieve content
 They engage in multi-way communication, i.e.,
create content, contribute, share, and collaborate
 Web 2.0 is about “encouraging and enabling
participation through open applications and
services” (Davis, 2005)
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Perspectives on collaborative nature of Web
2.0 tools
 Social-Networking Sites (SNSs) are the most
convenient Web 2.0 tools for user collaboration
 SNSs allow users to
 express themselves
 keep in touch with friends
 interact with others
 set up privacy specifications
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Research Related to SNSs
Why incorporate SNSs into class-related activities?
 Role in today’s society


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User demographics



Communication and identity performance are both carried out via SNSs
SNSs are common in the workplace and in the job searches
90% of people ages 20-30 participate in SNSs (Tufekci, 2008)
SNSs are a “civil society of teenage culture” (boyd & Ellison, 2007)
Magnetizing power




Observing friends’ profile updates
Immediate reactions from friends
Teenagers enjoy experimenting with identities and impression management
(Tufekci, 2008)
SNSs provide for a safe experimentation with multiple identities
(Sykes et.al, 2008)
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Research Related to SNSs & SLA
 ‘Performing identities’ is the central activity on SNSs where
users “write themselves into being” (Atkinson, 2002)
 Current generation of students has developed “new learning
styles and qualitatively different thought patterns”
(Thorne & Payne, 2005)
 SNSs “foster the ideal language learning environment, one
that encourages interaction and collaboration-the major
goals, after all, or of language itself” (Lomicka & Lord, 2009)
 Learning a language through interactions with others ties in
with Vygotsky’s (1978) socio-cultural approach to learning
and its later adaptation for L2 teaching and learning
 Incorporating communicative acts via an SNS “could be as
practical for [L2] students as teaching them how to order in a
restaurant” (McBride, 2009)
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Research on Experimenting with and
Development of Identities
 Acquiring an L2 involves the development of a new identity
(Pavlenko & Lantolf)
 CMC affords additive (vs. subtractive in face-to-face)
experimentation with multiple identities
 SNSs are characterized by “radical expansion of possibilities for
artistic expression” (McBride, 2009)
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Research on Experimenting with and
Development of Identities
 “Self-authorship,” i.e., remixing the self through text and
media, may serve as the basis for new learning and lessons
in CALL (McBride, 2009)
 Using student-created materials for further learning fits
with “student-centered” pedagogy
 Self-authorship may lead to
 more time spent on task
 raise interest in and motivation for learning
 result in more active learning
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Academic Benefits
Students:
 Learn to analyze and appreciate netiquette
 Develop critical thinking about social interactions with
others
 Distinguish what is public and what is private
 Learn to avoid indulging in uncritical narcissism as in “me-
me-I-I-I”
(Thorne & Payne, 2005)
 Integrate new knowledge and other’s perspectives into one’s
personal experience
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Limitations: Analysis of L1 online interactions
and
L2 implications
 Because SNSs are used primarily to maintain social bonds,
exchanges are brief and frequently use simplified language,
spelling, and colloquialisms
 Writing does not require a “process” approach
 Texts are scanned rather than read thoroughly
 Messages with images are perceived differently than plain text
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Student Challenges
 Personal reasons not to be ‘friends’ with someone in
class
 ‘Popularity contest’-may elevate anxiety and cause
alienation in some L2 learners
 Lack of L2 pragmatic knowledge in introductory
language courses may make writing and interactions
with others difficult
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Instructors’ Challenges
 Should the instructor be included?
 Do students find it awkward?
 Is there a difference between communicating with an authority figure via email vs. a
SNS
 Do SNSs undermine instructor’s authority?
(Mazer, Murphy & Simonds, 2007)
 Curricular limitations- difficulty to incorporate additional activities into
syllabi
 Time constraints- first learn about the technology and only then design
own teaching
 Resistance from more traditional instructors
 Development of assessment strategies and grading parameters
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Instructors’ Challenges
 Curricular limitations- difficulty to incorporate additional activities
into syllabi
 Time constraints- first learn about the technology and only then
design own teaching
 Resistance from more traditional instructors
 Development of assessment strategies and grading parameters
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Why Facebook?
 Student familiarity with this particular SNS eliminates the
need for L1 training
 Ease of navigation and use
 Privacy settings
 Ability to set the interface and IM in L2
 Convenience: meeting social and class needs in one place
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Examples of what was done in Russian
Language and Literature Classes
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Alternative vs. Real
Identity Profiles







Extending oneself by taking the point of view of one’s respective character
Choosing among the characters may increase motivation and interest
Keeps learners away from overindulging in themselves
Student popularity in class may suffer less
Engage in further development of L2 characters
Use critical thinking and analytical skills to invent new situation and plot developments
Employ additional resources to develop characters’ attributes and ensure
their authenticity
 Participate in task-based experiential learning focused on online exchanges
between characters
 Learn how to make predictions relevant to the country where L2 is spoken
 Creating stereotypes seems less dangerous
(vs. collaborating in groups to create a fictitious L2 profile)
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Facebook Pre-Survey
Questions
Help me express myself more creatively
Provide an additional way to interact with peers in class
Help me spend more time writing and communicating in Russian
Motivate me to experiment with a Russian character identity
Be a “popularity contest” in class
Distract me from learning the course content
Consume too much time relative to other assignments
Motivate me to expand my vocabulary in Russian
Motivate me to look for additional resources to develop my character’s attributes
My peers in class will quickly react and comment on my profile
I will frequently update and check my Russian profile
I find it awkward to have my instructor on my ‘friends’ list
I have trouble being ‘friends’ with individuals in class
Instructor’s corrective feedback will diminish my ego
I am familiar with Facebook and will not need technical assistance
Standard
Deviation
Mean
0.991
0.641
0.744
1.509
0.787
0.535
1.488
0.744
1.069
0.000
0.354
0.926
0.744
0.707
0.744
3.875
4.125
4.625
3.875
1.571
1.500
2.500
4.375
3.500
3.000
3.875
2.000
1.375
1.750
4.625
Note. Judgments were made on 5-point scale (1 = strongly disagree, 5 = strongly agree).
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Facebook Post-Survey
Questions
Helped me express myself more creatively
Provided an additional way to interact with peers in class
Helped me spend more time writing and communicating in Russian
Motivated me to experiment with a Russian character identity
Was a “popularity contest” in class
Distracted me from learning the course content
Consumed too much time relative to other assignments
Motivated me to expand my vocabulary in Russian
Motivated me to look for additional resources to develop my character’s
attributes
My peers in class quickly reacted and commented on my profile
I frequently updated and checked my Russian profile
I found it awkward to have my instructor on my ‘friends’ list
I had trouble being ‘friends’ with individuals in class
Instructor’s corrective feedback diminished my ego
I was familiar with Facebook and did not need technical assistance
I would like to continue using FB for my study of Russian
Standard
Deviation
Mean
0.629
1.113
0.921
0.094
0.213
0.276
0.327
1.001
0.862
3.61
3.94
3.67
3.89
2.06
2.00
2.11
3.83
3.80
0.292
0.412
0.519
0.412
0.328
1.184
3.07
2.60
1.80
1.87
1.93
4.27
0.763
3.33
Note. Judgments were made on 5-point scale (1 = strongly disagree, 5 = strongly agree).
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Conclusions
 Discuss upcoming projects and potential problems
 Use SNSs projects that can support course objectives
 Explain the connection to students
 Specify expected quality and quantity of communication
 Develop brief tasks tied to topics covered in class
Examples:




Physical and personality descriptions
Likes and dislikes, hobbies
Daily routines
Context-based plot development
 Provide corrective feedback only in individual messages
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Bibliography
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern
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Sykes, J.M., Oskoz, A., & Thorne, S.L. (2008). Web 2.0, synthetic immersive environments, and mobile
resources for language education. CALICO Journal, 25, 529-546. Retrieved December 26, 2008, from
https://calico.org/page.php?id=5
Thorne, S. L., & Payne, J.S. (2005). Evolutionary trajectories, internet mediated expression, and
language education. CALICO Journal, 22, 371-397. Retrieved December 26, 2008, from
https://calico.org/page.php?id=5
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11, 544-564.
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Contact Information:
Dr. Luba Iskold
2400 Chew Street
Muhlenberg College,
Languages, Literatures and Cultures,
Allentown, PA 18104
Phone: 484-664-3516
Fax: 484-664-3722
E-mail: iskold@muhlenberg.edu
http://www.muhlenberg.edu/depts/forlang/LLC/iskold_home/ind
ex.htm
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