Social media enhanced language learning

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Nowadays, people CANNOT live without SOCIAL MEDIA.

Classification of social media (Thelwall, 2009)

1.socializing SNS (Social Network Sites) which are designed for recreational social communication between members such as Facebook, and MySpace ;

2.networking SNS which are designed for non-social interpersonal communication such as LinkedIn;

3.navigation SNS which are designed to help users find a particular type of information or resource such as YouTube, Flickr, and Digg.

4.educational SNS which offer communication, collaboration, and coaching tools to schools and teachers, such as Edmodo and Ning;

5.professional/research SNS which are used for sharing research, such as LinkedIn, ResearchGate, and Academia;

6.social-relational SNS which are used for social interaction, such as Facebook, Twitter, and Wechat.

1. Vocabulary

2. Pronunciation

The students were sent a number of tweets on a daily basis, each of them featuring the pronunciation of a word considered to be difficult given unusual sound-spelling correspondences, lexical stress or the presence of silent letters. The results show that the instruction had a beneficial effect on the students’ pronunciation of the target words and that participants were actively engaged during the study. Implications of the results for the teaching of English pronunciation and the use of Twitter in language teaching are also offered (Mompean & Fouz-González, 2016, p. 166).

3. Speaking

4. Writing

Use Twitter to practice writing sentences with complex grammatical constructions from the academic genre. Provide students with occasional corrective feedback (Hattem, 2014).

5. Collaborative revision

Collaborative writing revision in a Facebook CoP (Razak & Saeed, 2014).

The qualitative analysis of the data revealed that addition, substitution, deletion, permutation (re-organizing elements), consolidation (combining elements), distribution (breaking up combined elements), negotiation and reciprocal scaffolding are the main revision strategies. These revision strategies focused on writing mechanics, language (form and meaning), unity and content of paragraphs.

The CoP facilitated students’ revision process by increasing the participation of those peripheral learners (new members) in these activities through social ties and relationship building, a supportive learning environment and developing a sense of autonomy among them.

6. Communication & interactions

- ONE

1.Özdemir (2017, p. 510) used Facebook to promote EFL learners’ intercultural communication effectiveness (ICE).

2.The discussion on Facebook group had significantly higher ICE scores than the in-class discussion group.

3.Most of the students had positive attitudes and feelings towards the intercultural instruction and the use of Facebook for developing ICE.

- TWO

-THREE

Foreign language teachers’ interactions with their students on Facebook (Börekci & Aydin, 2020)

1.Teachers’ and students’ perceptions of interactions on Facebook directly relate to the utilization of Facebook regarding not only an interactional tool but also a learning and teaching environment.

2.The interaction levels between students and teachers significantly differed in accordance with gender, school types, graduate degrees, and time spent on Facebook.

3.The study suggests that EFL teachers should create a positive environment for interaction on Facebook to support their learners’ personal and academic development.

1.Teachers preferred passive behaviors when interacting with their students on Facebook.

2.Teachers had the perception that their students preferred passive behaviors while interacting on Facebook as well.

7. Comprehensive practice of all language skills

-ONE (Wang et al., 2019)

-TWO (Hafner & Miller, 2011)

-THREE

-FOUR (Hsieh et al., 2017a)

-FIVE (Hsieh et al., 2017b)

-SIX

Yen et al. (2015) integrated Facebook (asynchronous online discussion) and Skype (synchronous online discussion) as platforms and asked students to perform role-playing based learning activities.

Advantages of using Facebook as an ESL/EFL tool (Alnujaidi, 2017)

Advantages of using YouTube

1.It provides a wealth of authentic and reliable video materials.

2.It offers real-life examples and visual demonstrations of the topics and concepts covered in class.

3.It provides lesson/lecture launchers to promote discussion and critical thinking.

Advantages of using Twitter

1.It allows teachers to send reminders to students about assignments, tests, etc.

2.It changes classroom dynamics.

3.It encourages collaboration and feedback. Teachers can post a link or a question for students to respond to together using Twitter’s system of responding to a single person.

4.It encourages concise writing and focuses the attention with its 140 characters. Teachers can use Twitter to force students to be concise and to get right to the point.

5.It keeps track of a conversation students carry on a particular topic.

Advantages of using Instagram

1.It provides contextualized visual data that can be effectively used in ESL/EFL classrooms.

2.It creates a socially connected community of ESL/EFL learners.

3.It is commonly used and largely accepted by young learners.

4.It is easily accessed through a mobile app.

5.It promotes student-teacher and student-student interactions.

Ten Principles for Mobile Language Learning

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Principle 1.

Mobile activities, tasks, and apps should distinguish both

1. the affordances and limitations of the mobile device

2. the affordances and limitations of the environment in which the device will be used in light of the learning target (Herrington et al., 2009; Reinders & Hubbard, 2013).

Affordances and limitations of the mobile device & the digital environment

Five affordance

1. portability,

2. social interactivity,

3. context sensitivity,

4. connectivity and

5. individuality

(Klopfer & Squire, as cited in Dikkers et al, 2011).

a) Portability

• Definition: the ability of the devices to be taken from sites to sites, and usable wherever it is.

• Power bank, which allow these electronic devices to be charged everywhere without staying statically for the plug.

• The weights and sizes affect the portability of the devices. Keep exploring the best handheld experience for mobile phone.

b) Social interactivity

• Mobile phones and tablets are now not only limited to calling and texting, but the mobile applications that downloaded in those devices enable users to have video call, voice messages, data transfers or even playing as a walkie-talkie all in one hand.

• Numerous social network applications provide another platform for people to get to know each other.

However!

1. Students might have a good interaction in the virtual reality, but they might not be able to have that when it comes to face-to-face communications.

2. Students prefer to play with their phones, rather than talking with others that sit in front of them.

How to solve these problems?

•Classroom rules + •Sharing culture

In-class Activitiy One: Using selfies

Selfies help build self-confidence and self-esteem which are key to successful language learning.

In-class Activitiy Two: Combining photos

In-class Activitiy Three: Odd One Out

Asking students to take photos to share and discuss with one another not only allows for grater personalisation of the topic but also leads them to work collaboratively to negotiate an outcome, an important critical thinking skill which is needed, for example, in the speaking tasks of many high-stakes exams.

In-class Activitiy Four: Create 'wanted posters' & memes

You can augment students’ photos by adding text, providing opportunities for controlled language practice.

In-class Activitiy Five: Sharing Photos

Taking photos gives students the opportunity to connect the real world – their world – to the classroom.

They can replace the predictable stock photos of the coursebook with images and context of their own choosing, which are relevant and meaningful to them.

This fosters independence and creativity, thereby increasing learner motivation.

c) Context sensitivity

• Mobile devices are able to collect real time and simulated data for different locations, environment and time if it is equipped with higher context sensitivity.

• Some mobile devices are able to detect users’ activity and location-based attributes. For instance, the devices might be able to auto-detect user’s location and provide the geographical information such as climates, maps and directions for users. From the information collected from the users, the devices saved every choice they made and able to predict their preferences.

Context-aware ubiquitous language learning

• A context-aware ubiquitous learning environment assists learners with personalized support by sensing their locations, considering their real-time scenarios, and providing learning content accordingly (Chang, Warden, Liang, & Chou, 2018).

• Meaningful learning occurs only when new information is processed and related to previously known knowledge or real-life contexts. Learning within real-life contexts aids comprehension of the newly acquired knowledge.

• Context can enhance learning interests and efficiency. Context aware ubiquitous learning has great potentiality in promoting learning motivation and effectiveness of EFL learners by providing them with the right content at the right time in the right place.

• It is also a convenient means for implementing contextualized English learning without constraints of time or place by mobile devices (Tsai, Tsai, & Hwang, 2016).

The iMap system, which used GPS positioning information to locate the geographic location of a learner, allowed learners to explore and learn the geographic-arranged English topics through intuitive navigation. For example, a learner can explore and learn how to order a cup of coffee and redeem points at a convenience store.

Each iMap learning unit employed a three-stage learning framework for the learners to (1) learn with the situational dialogues and identify the keywords through viewing the contextualized dialogue videos, (2) elaborate and learn key vocabularies and phrases, and (3) practice applying what has been learned to specific contexts to gain mastery.

The contextualized dialogue videos can bring about contextualized experience for the learners and enhance their learning effectiveness.

• However, it raises another issue as the data gathered through the applications might have sent back to the company for commercial uses.

• As an example, certain health applications installed in android systems were found to share the users’ medical information to third parties such as advertising networks (Welch, 2016).

d) Connectivity

Devices with more connections available can receive data from other handheld devices with shared network. The networks used to connect the devises can be the internet or Bluetooth.

Some models of phone introduced their specific network to share files between the same brand of phones. Xiao Mi & iphone.

e) Individuality

Some users might want to achieve individuality by customizing the device settings. Users are able to customize their own wallpapers, ringtones, modes, and applications installed according to their own preferences.

Individuality might have other means on performing tasks independently with the help of mobile devices. A group project can be customized into several tasks for people to complete individually if everyone owns the mobile devises. Students can write and edit the assignments anywhere if they own a pad, tablet or phone at hand.

• Nevertheless, individuality might be a concern as when people prefer to perform tasks individually, there might be lacking group discussions, which may lead to misunderstandings and miscommunications in between the people.

In-class activity One: Daily Routine

In-class activity Two: Avatars

Avatars are a great way to add interest to activities, caption students’ attention, lower anxiety, and give students more confidence to participate in activities.

• Making introductions

• Teaching an avatar to speak

In-class activity Three: A school tour

8 Disadvantages

1. Constantly distracting

2. Battery power keeps running out

3. Photos and video mean no privacy

4. Another thing to carry around

5. If you lose your phone, you lose your life

6. The screen is too small

7. Hinders sleep

8. They cause accidents

The affordances and limitations

5 affordances

1. portability,

2. social interactivity,

3. context sensitivity,

4. connectivity and

5. individuality (Klopfer & Squire, as cited in Dikkers et al, 2011). 

3 BIG limitations

1. Attention/multi-tasking,

2. privacy,

3. health

Principle 1.

Crucially, if the fundamental goal is language learning, then these affordances and limitations should be directly connected in a principled way to second language learning research and theory (Chapelle, 2001; Doughty & Long, 2003).

One: The noticing hypothesis

For example, one chapter was about Good habits, and the key structures included "how often" and "two/three times a day/week", so an Edpuzzle exercise was developed to draw students' attention to these target structures.

• Di Zou & Haoran Xie (2018): Flipping an English writing class with technology enhanced just-in-time teaching and peer instruction, Interactive Learning Environments, DOI: 10.1080/10494820.2018.1495654

Two: the forgetting curve

Three: The input hypothesis

learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level.

Where do you locate yourself?

Principle 2

Limit multi-tasking and environmental distractions

By limiting work in progress you will decrease context switching.

• Our brains are not designed to focus on multiple tasks at a time: when you think you’re multitasking you’re only switching fast between two tasks.

• Every interruption or task switching has a cognitive cost.

• The cost of bergswitching is often underestimated : In Quality Software Management, Weinberg found that every project added to the workload results in a 20% drop in productivity.

• If you add one more project ? Another 20% drop in productivity !

• With five simultaneous projects only 5% of the work time is available for each project ! Context switching is a huge waste of time and money.

• Multitasking also lowers your work quality. A study at the University of London showed that subjects who multitasked while performing cognitive tasks experienced significant IQ drops, similar to what you see in individuals who skip a night of sleep or smoke marijuana.

• Finally, multitasking is bad for your health: multitasking increases production of cortisol, the stress hormone.

Mobile environments, such as when commuting, by their nature are likely to be distracting, and multi-tasking is a natural part of that environment.

We have increasing data that most people, including so-called digital natives, are not good at multi-tasking (Ophir, Nass, & Wagner, 2009) and that it raises stress levels, increases error rates, and lowers productivity.

As a result, it interferes with both deliberate and incidental language learning in both educational and workplace settings.

How to limit multi-tasking and environmental distractions?

1. Eliminate outside distractions & block distractions

2. List out your priorities

3. Schedule A time for learning/ distraction

4. Clean up desk area

5. Habits

Principle 3

Push, but respect boundaries.

Research has shown that the push mechanism has the potential to prompt learners to action (e.g., Stockwell, 2013), but at the same time, learners have ideas of when and how frequently they would like to receive these reminders (Kennedy & Levy, 2008).

Assuming learners are constantly connected with their mobile devices, it is possible to send content, activities, or simply reminders to learners regularly.

These messages have the potential to shift attention to the learning task. However, they can also interrupt other more or equally valid activities.

How to push, but respect boundaries?

1. Set the bottom line and hold it.

2. Be clear. Be strong in enforcing them. Don't expect students to respect a limit that you don't stick to.

3. Let students set boundaries, too. When you communicate your limits, respect their points of view.

Anticipate change. Be prepared and offer students time and space.

To allow students some control over when these push events occur, and to plan them for particular times to allow the learner to plan to accommodate them.

Principle 4

Strive to maintain equity

In a classroom or other formal language learning setting, important issues to be sensitive to include

1. whether the learner has a mobile device,

2. what device the learner has in terms of compatibility and functionality,

3. how consistent device connectivity is, and

4. what the expense is for using that device for the planned operation.

Reasonably equivalent non-mobile alternatives should be available if an inequity is apparent (Elias, 2011; Herrington et al., 2009).

Evaluating Accessibility

1. Is it easy to operate?

The definition of "easy" will depend on the target age. An app for young kids, for example, should have large buttons and not too many options on the home screen. Some guiding questions to determine operability:

1. Does the digital learning tool have a clear, consistent, and intuitive navigation menu and path?

2. Can the learner pause, go backward, go forward, and go back to the home page easily?

3. Can the learner log into the digital learning tool interface independently?

2. Is the content understandable?

Users should be able to access the content in multiple ways and without distraction.

The text should be legible and in a clear font that can be enlarged.

Contrast between the text and background should be high, with a dark color font on a light background being the best option.

A learning tool should have few or no distractions.

s there too much movement?

• Are there flashy or distracting ads?

• Can background noises or sounds be turned off?

• Can the learner access the content in various ways?

Principle 5

Acknowledge and plan for accommodating language learner differences.

As with other types of technology implementations, mobile learning should consider a range of learning styles (Chun, 2001; Heift, 2002) as well as differences in comfort levels for learning in a public vs. a private space.

For mobile devices, access issues such as visual acuity and manual dexterity for smaller keypads and touchscreens are also prominent concerns.

Principle 6

Be aware of language learners’ existing uses and cultures of use for their devices.

Studies have shown that students may perceive their mobile devices as being for personal and social use rather than as educational tools (Liu, 2013; Stockwell, 2010).

Some mobile applications may require developing new skills, but the more consistent a task or app is with existing uses, the more readily learners will likely accept it (Thorne, 2003).

Mutual respect & Teacher judgments

Principle 7

Keep mobile language learning activities and tasks short and succinct when possible.

As a corollary, divide longer tasks or activities into smaller, coherent chunks.

This point is standard advice from other mobile learning frameworks (Elias, 2011; Herrington et al., 2009).

Principle 8

Let the language learning task fit the technology and environment, and let the technology and environment fit the task.

If the assumption is that learners will be using a mobile phone at short intervals during the day (e.g., “dead time” between classes or other activities) in settings where it may be difficult to incorporate sound,

then tasks should be developed that fit that technology and environment and still allow effective learning.

If the assumption is that learners will be engaged in a task that requires longer chunks of time (20-30 minutes) and necessitates reading substantial text or other visuals from the screen and typing in short responses to questions,

then appropriate technology (larger smartphones or tablets) and a more contemplative environment (e.g., library, classroom, or students’ homes) would be called for.

As Kukulska-Hulme (2013) notes, the mobility of the learner as well as of the technology must be considered.

Principle 9

Some, possibly most, learners will need guidance and training to effectively use mobile devices for language learning.

Hubbard (2013) makes a case for learner training in other domains of CALL, and there is no reason to believe that mobile language learning will be exempt from these challenges.

Most of the preceding principles incorporate elements that are controlled by learners — teachers and developers may acknowledge them, but ultimately the implementation is in the hands of the mobile user.

• Learners unaware of the negative impact of multitasking or the environment in which they are using mobile devices, for example, need to be informed and trained in making their use as efficient as possible.

• Although the devices may claim to be intuitive, using them for language learning is not.

• Similarly, the literature from CALL on collaborative learning supports the idea that training for collaboration may be beneficial (Hampel, 2009).

Principle 10

Recognize and accommodate multiple stakeholders.

In the language classroom setting, adequate preparation and motivational support for teachers as well as learners must be provided.

Within both educational and workplace environments, mobile language learning is just one type of mobile learning that is likely to be occurring.

There is potential for positive carryover from one learning domain to another, but also conflict as the needs for content learning and language learning merge or clash.

Creating Videos

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In fact many of our students, even those younger than their teens already do so in their free time. It would be absurd for us as teachers not to look for ways in which we can exploit this possibility in language learning.

Here are tips and advice to help you get started creating video with your students.

Video making skills

• Script writing

• Understanding of lighting and sound

• Camera angles and different types of shot

• Storyboarding and scene planning

• Video editing

• Collaboration

Challenges

• First language use

• Group dynamics

• Classroom time

• Sharing outputs

• Sharing outtakes

Video creation activities

• News reports

• Advertisements

• Music videos

• Creating a soap opera

• Documentary

• Language lesson

DIGITAL NARRATIVE

The simplest definition of digital narrative is that it is the telling of stories through digital media. This can include and combine digital text, audio, images, video or 3D models.

Many of today’s teenagers are regular creators of digital narrative, though they may not see it as such, as they document and share their everyday life experiences together through various social media.

Narrative and story telling was the birthplace of education, so as a teacher, the ability to create engaging digital narrative is a great skill that can enable you to create motivating materials for your students.

Digital narrative skills

• Creating engaging text

• Sourcing and editing digital media

• Learning appropriate tools

• Selecting and managing appropriate tools

• Managing and responding to user comments

• Organizing materials

• Managing digital assets

A framework for creating digital narrative

• Identify the theme

• Collecting the assets

• Arrange and sequence

• Write a connecting narrative

• Decide on a medium for the parts or your narrative

• Choose the right tool

• Decide on your platform for delivery

• Construct the narrative

• View and revise

• Publish

Some themes for creating digital narrative

• A news story or documentary about something happening in your community

• The story of someone in your family

• A short story from literature using contemporary images

• A biography of a famous person

• A trip you went on

• Your learning journey

• The story of a band you like

• The story of a town, city or country

• A celebration or special day

• Your autobiography