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

Yıl 2018, , 315 - 330, 16.07.2018

Osman Solmaz

https://doi.org/10.30935/cet.444120

Cited By: 2

Öz

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. 

Anahtar Kelimeler

Social networking cites, Facebook, Twitter, Language teaching, Social media

Kaynakça

• Blattner, G. & Fiori, M. (2011). Virtual social network communities: An investigation of language learners' development of socio-pragmatic awareness and multiliteracy skills. CALICO Journal, 29(1), 24-43.
• Blattner, G. & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning. ALSIC 15(1). Retrived on 15 November 2017 from https://journals.openedition.org/alsic/2413
• Chen, H. (2013). Identity practices of multilingual writers in social networking spaces. Language Learning & Technology, 17(2), 143-170.
• DePew, K. E. (2011). Social Media at Academia’s Periphery: Studying Multilingual Developmental Writers’ Facebook Composing Strategies. The Reading Matrix, 11(1), 54-75.
• Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249-1258.
• Donath, J., & Boyd, d. (2004). Public displays of connection. BT Technology Journal, 22(4), 71–82. Facebook (2018). Facebook newsroom. Retrieved on 7 May 2018 from http://newsroom.fb.com/company-info/
• Fouz-González, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631-663.
• Glesne, C. (2010). Becoming qualitative researchers (4th ed.). Boston, MA: Pearson.
• Harting, A. (2017). Using Facebook to improve L2 German students’ socio-pragmatic skills. The EUROCALL Review, 25(1), 26-35.
• Hattem, D. (2014). Microblogging activities: Language play and tool transformation. Language Learning & Technology, 18(2), 151-174.
• Hattem, D. & Lomicka, L. (2016). What the Tweets say: A critical analysis of Twitter research in language learning from 2009 to 2016. E-Learning and Digital Media, 13(1), 5-23.
• Jin, S. (2015). Using Facebook to promote Korean EFL learners’ intercultural competence. Language Learning & Technology, 19(3), 38-51.
• Kern, R., Ware, P., & Warschauer, M. (2008). Network-based language teaching. In Deusen-Scholl & Hornberger (Eds.), Encyclopledia of language and education, 2nd Edition, Vol4: Second and foreign language education (pp. 281-292). New York: Springer.
• Klimanova, L. & Dembovskaya, S. (2013). L2 Identity, Discourse, and Social Networking in Russian. Language Learning & Technology, 17(1), 69-88.
• Liu, S. H. (2017). Text-based negotiated interaction of NNS-NNS and NNS-NS dyads on Facebook. ReCALL, 29(3), 294-312.
• Lomicka, L. & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners. System, 40, 48-63.
• McBride, K. (2009). Social networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, TX: CALICO.
• Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 28(2), 345-368.
• Mitchell, K. (2012). A Social Tool: Why and how ESOL students use Facebook. CALICO Journal, 29(3), 471-493.
• Mompean, J. A. & Fouz- González, J. (2016). Twiter-based EFL pronunciation instruction. Language Learning & Technology, 20(1), 166-190.
• O’Reilly, T. (2005). What is Web 2.0? Design patterns and business models for the next generation of software. Retrieved on 8 September 2017 from http://www.oreilly. com/web2/archive/what-is-web-20.html
• Ota, F. (2011). A study of social networking sites for learners of Japanese. New Voices, 4, 144-167.
• Ozdemir, E. (2017). Promoting EFL Learners’ intercultural communication effectiveness: a focus on Facebook. Computer Assisted Language Learning, 30(6), 510-528.
• Pew Research Center (2016). Social media update 2016. Retrieved on 1 June 2017 from http://www.pewinternet.org/2016/11/11/social-media-update-2016/
• Reinhardt, J. & Ryu, J. (2013). using social network-mediated bridging activities to develop socio-pragmatic awareness in elementary Korean. International Journal of Computer-Assisted Language Learning and Teaching, 3(3), 18-33.
• Reinhardt, J. & Zander, V. (2011). Social networking in an intensive english program classroom: A language socialization perspective. CALICO Journal, 28(2), 326-344.
• Schreiber, B. R. (2015). “I am what I am”: Multilingual identity and digital translanguaging. Language Learning & Technology, 19(3), 69-87.
• Solmaz, O. (2017). Autonomous language learning on Twitter: Performing affiliation with target language users through #hashtags. Journal of Language and Linguistic Studies, 13(2), 204-220.
• Thorne, S. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 38-67.
• Thorne, S. & Reinhardt, J. (2008). ‘Bridging activities,’ new media literacies and advanced foreign language proficiency. CALICO Journal, 25(3), 558-572.
• Vikneswaran, T. & Krish, P. (2016). Utilising social networking sites to improve writing: A case study with Chinese students in Malaysia. Technology, Pedagogy and Education, 25(3), 287-300.
• Zourou, K. & Loiseau, M. (2013). Bridging design and language interaction and reuse in Livemocha's Culture section. In M. Lamy & K. Zourou (Eds.), Social networking for language education (pp. 77-99). Basingstoke, UK: Palgrave Macmillian.