Language Partners - A Social Network for Second Language Learning
James Casner
Department of Teacher Education
California State University, Sacramento, United States of America
jpcimet@gmail.com
Chia-Jung Chung Ph.D.
Department of Teacher Education
California State University, Sacramento, United States of America
cchung@csus.edu
Abstract: Learning a second language is a great challenge. Second language learners need to learn
in authentic real-life ways where their second language comes to life as a means of communication.
The purpose of this study is to evaluate Internet based communicative interaction, through a custom
designed Social Network for Second Language Learning (SNSLL), between native and non-native
speakers to determine if this interaction may improve second language reading, writing, listening,
and speaking knowledge and skills and motivate learning. This study reports on skill improvement,
mutual benefits, and the attitude of the participants. If second language curricula worldwide could
be integrated where students would be both learners from native speakers of their target language
and teachers of their native language then the pedagogy of second language education would
connect directly to the communicative purpose of learning a second language.
Introduction
Learning a second language is a great challenge. The old methods of vacuous memorization of vocabulary
and grammar and artificial in-class role-play to develop second language knowledge and skills may no longer be
sensible options. Rather than relegating students to merely handling tedious aspects of language learning like
morphology and vocabulary through "drill-and-kill" type exercises, computers can be used for second language
acquisition that emphasizes the student's ability to construct communicative meaning (Blake, R., 2009). Educators
need to develop activities that will integrate the content of authentic materials into the language learning process and
engage students (Garret, 2009). Second language learners need to learn in authentic real-life ways where their
second language comes to life as a means of communication. Wide access to the Internet and other technology tools
offer the opportunity to bring frequent authentic communication for the development of knowledge and skills to
second language curricula. Virtual learning environments (VLE) represent the perfect embodiment of the
constructionist paradigm (Karpati, 2009). If second language curricula worldwide could be integrated where
students would be both learners from native speakers of their target language and teachers of their native language
then the pedagogy of second language education would connect directly to the communicative purpose of learning a
second language. The purpose of this study was to evaluate Internet based communicative interaction between
native and non-native speakers to determine if this interaction may improve second language reading, writing,
listening, and speaking knowledge and skills and motivate learning. This study is one small step toward realizing
globally integrated second language learning curricula.
Literature Review
A consensus of modern research points out the fact that language and culture are inseparable. The
interrelationship between language and culture is a key factor when considering the organization of lexical elements
and syntax. The manner in which information is processed in the brain and connected into memory schemas is
heavily dependent on experience with the subject (Lee & Kwon, 2011). This is true for experience in the structures
and patterns of language and culture. The functionality of our brains, at the level of the neural connections
themselves, is developed to a large extent by the influence of the syntax of our native language (Pulvermuller &
Knoblauch, 2009). This fact clarifies why language-transfer is such a powerful force and the simple reality that
learning a second language is a unique challenge. Second language learning strategies and methods that facilitate
the development of new neural connections and structures in the patterns of the second language syntax are of great
benefit. Computer Assisted Language Learning (CALL) affords the opportunity for second language learners to
engage in immersive and authentic communicative activities that will enhance knowledge, skill, and the
development and reinforcement of new neural connections. New technologies have changed the way people
communicate and may change the way people learn to communicate. The integration of CALL and the latest web
2.0 technologies for social networking into second language learning strategies and methods is an important, though
difficult, aspect of modern second language learning pedagogy.
Web 2.0 technologies are energized by collective intelligence and is the knowledge building community
idealized by modern educational theory (Karpati, 2009). Within this collective intelligence of Web 2.0 users is
every aspect of knowledge and skill needed by second language learners. Connecting those who may share in this
collective intelligence for their mutual benefit in second language acquisition (SLA) will be the salient achievement
in CALL. Eminent researchers contend that modern communication technology is a significant and even essential
way of social, recreational, and professional life and mastery of it should be an unequivocal objective of second
language pedagogy (Thorne, Black, & Sykes, 2009). When participants are teachers of their native language and
learners of their target second language in on-line exchanges, the tools of Web 2.0 social networking will meet the
pedagogical needs of SLA.
Native speaker/non-native speaker interaction through a web-based social network for second language
learning may provide a great opportunity for authentic communication but care needs to be taken in the design and
instructions to account for membership and learning style issues. Participants need to understand how their
communication demonstrates particular viewpoints and carries traces of a wide range of contextually and culturally
situated notions. It is important to introduce participants to netiquette (net etiquette) that values intercultural
engagement. Instructions should encourage the model of a deep learner who is a critical thinker seeking common
ground with others (Basharina, 2009). Participants need to be encouraged to see the broader value of authentic
communication. Successful international communication, a reasonable purpose for learning a second language,
needs not only advanced-level literacy skills, but also the ability to act according to specific social rules and be able
to relate to others in socially acceptable ways.
This study is an attempt to add to the existing base of knowledge regarding strategies, methods, and best
practices in second language learning. By creating, implementing and studying a web-based social network for
second language learning, it may be possible to extent our collective understanding of the value of this manner of
second language education.
Description of the Innovation/Intervention
This study consisted of: the creation of a Social Network for Second Language Learning (SNSLL) where
participant volunteers interacted with peers whose native language was their target second language, and the
evaluation of that interaction. The participant volunteers were native English speakers studying Chinese at a major
university in California, USA and native Chinese speakers studying English at a major university in Beijing, China.
The SNSLL was a Moodle site to provide communicative opportunity, control access with user name and password
restrictions, and record participant usage statistics. The site offered asynchronous text, voice, and video interaction
and synchronous text interaction as well. The SNSLL Moodle site had an academic interface because second
language learners (SLL) want the websites they use to clearly show a learning purpose as opposed to simply a social
network or dating site (Stevenson & Liu, 2010). The participants were asked to focus their interaction on the
requirements of their classes (i.e., doing homework together and developing knowledge and skills needed for their
coursework). However, socialization was encouraged to develop cultural awareness and understanding. The
SNSLL was structured to facilitate specific learning goals. Students who were interested in developing reading and
writing knowledge and skills could focus on text interaction. Students who were interested in developing listening
and speaking knowledge and skills could focus on voice or video interaction. There were tutorials and help to guide
the participants in the use of the SNSLL but the participants developed the content of the communication.
Methodology
The methodology of data gathering for this project was survey research because it was the intent of this
study to describe the characteristics of a large group of people, second language learners, in their willingness to use
on-line native speaker/nonnative speaker social network interaction and their perceptions of the value of that
interaction. This study used convenience sampling. All the participants were second language student volunteers
from two major universities. The mode of data gathering was web-based surveys. The surveys were descriptive.
The surveys were adapted from existing instruments addressing similar issues to increase validity. Survey results
and participant usage of the SNSLL were used as data in this study.
This study included a pre-test survey asking demographic questions to determine the personal
characteristics of the participants in their: second language level, technology comfort level, experience using
technology for second language learning, purpose for learning a second language, and so on. A post-test survey
included attitudinal and behavioral questions to gauge the participants’ opinions on usability, helpfulness, process
and strategies, and attitude about using the SNSLL. Likert scaled and Likert-type scaled questions were used as
well as open-ended and closed-ended questions to provide a variety of question types to ask and re-ask about issues
from multiple approaches to improve reliability.
Result
The results of this study were in many ways unexpected because of the poor participation of the US Group.
The results are presented in the following charts. There was a clear disparity in second language learning experience
between the US Group and the China Group as shown in Figure 1. Both groups reported a high level of comfort
with computers as illustrated in Figure 2. Figure 3 reveals the frequency of forum posts over time. The difference
in participation of the two groups is shown in Figure 4. Finally, Figure 5 reports the number of times different areas
of the network were accessed and the total network access of each group.
Average (Years of Second Language Learning)
Average (Comfort Level Using Computer
Low1-High5)
10
4.50
3.90
2
US Group
China Group
Figure 1: Average: Years of Second Language Learning
US Group
China Group
Figure 2: Average: Comfort Level Using Computers
Forum Posts Over Time (Nov 14 2011-Dec
23 2011)
Total Number of Student Posts
35
11
5
3
5
3
2
1
1
3
2
1
1
1
1
US Group
Figure 3: Forum Posts Over Time
China Group
Figure 4: Total Number of Forum Posts
Access Total
US Group
China Group
225
160
88
65
38
Access Total (Chat Room)
50
Access Total (Forum Discussion)
Access Total
Figure 5: Access Total
Implications and Discussions
The intent of this study was to extend out collective understanding of the value of social networking tools
in second language learning. Though few of the original goals were met, there are still many issues that may be
address based on this study.
Though limited, the pre-test survey indicated the participants have a strong overall comfort with
technology. The area of less confidence was the recording of video. This overall comfort with technology is an
asset to teachers and students alike because it will smooth the path of technology integration into second language
learning pedagogy.
One major difference in the two groups of participants was the length of second language study. The
English speakers studying Chinese were almost all beginners with one or two years of study. The Chinese speakers
studying English were advanced with eight or more years of study. This factor may have played a part in the native
English speakers failure to participate. With little second language experience, the native English speakers may not
recognize the value of fluency in a second language. The native Chinese speakers had been studying English since
primary school. This failure to include second language learning in primary and secondary education is an
American anomaly as most of the world mandates many years of second language education.
Other issues regarding the failure of the native English speaker to participate may include a lack of
motivation to develop linguistically, failure to recognize to value of authentic native/non-native speaker interaction,
apathy, or simply laziness. There seems to be a fundamental difference between American students and Chinese
students in that the former see no reason to go beyond the coursework to excel and the latter see no choice but to go
beyond the coursework to excel.
Future studies should consider the coordination of second language curricula between two programs with
the added incentive for the America students that their participation be part of their grade for the course. If the
participants see a tangible result, as in a grade, then they may be more likely to engage in communicative
interaction. The value of the interaction in developing different skills through different aspects of the social network
for second language learning could then be evaluated.
Part of the use-of-technology problem was that everything could not be done on one server through one
interface. The Moodle Virtual Learning Environment (VLE) used for the social network did not have the feature of
recording directly into the forums. This feature is under development from a number of different contributors but it
is not yet functional. For this study, the participants needed to record their audio or video posts independently, and
then upload them onto a server that would be accessible to all participants. In this case, the server that all
participants could access was in China. Although accounts were set-up on a Chinese server (on YOUKU, which is
similar to youtube) that any participant could use and an instructional example was available on the social network,
no participant posted an audio or video message. If the recording of audio and video were built-in to the social
network, then the use of these media would have been more likely. It seems providing convenience of use is
necessary for technology tools to have a chance of meeting their potential pedagogically.
The use of Web 2.0 interactive technologies will become more and more important in second language
acquisition. This study has pointed out some difficulties in applying new technologies to second language learning.
Future studies will need to consider convenience of technology use issues, student understanding of the value of
native speaker/non-native speaker interaction, the social and cultural importance placed on second language learning
and how this affects student motivation to excel, and how best to integrate technology into a curriculum to meet
specific second language learning goals.
References
Basharina, O. (2009). Student agency and language-learning processes and outcomes in international online environments.
CALICO Journal, 26(2), 390-412.
Blake, R. J. (2009). The use of technology for second language distance learning. The Modern Language Journal, 93, 822-835.
Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. Modern Language
Journal, 93, 719-740.
Karpati, A. (2009). Web 2 technologies for net native language learners: A "Social call". ReCALL, 21(2), 139-156.
Lee, J.-K., & Kwon, Y.-J. (2011). What neural substrates trigger the adept scientific pattern discovery by biologists? Journal of
Science Education and Technology, 20(2), 117-122.
Pulvermuller, F., & Knoblauch, A. (2009). Discrete combinatorial circuits emerging in neural networks: A mechanism for rules
of grammar in the human brain? Neural Networks, 22(2), 161-172.
Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in Internet interest
communities and online gaming. Modern Language Journal, 93, 802-821.
Stevenson, M. P., & Liu, M. (2010). Learning a language with web 2.0: Exploring the use of social networking features of
foreign language learning websites. CALICO Journal, 27(2), 233-259.