One of the longstanding problems in language acquisition is to have excellent level of language
classroom interaction. Recent developments in this issue suggest that interaction must not exist
only in the classroom and the learners must be given the opportunity to use the target language in
different situations. Therefore, the present study aims at suggesting, identifying and describing
tools in Social Network Sites that can foster Language Classroom Interaction.
Given the sense of freedom and autonomy in building network of interaction embedded in social
media, actually, Social Network Sites such as Facebook, Gmail, YouTube, Twitter and
Instagram are authentic resources and platforms to empower language classroom interaction if
the sharing tools within are properly incorporated in a language class. In addition, Social
Network Sites shape tools for life when comes to learn in the classroom and outside the
classroom, because it presents tools that capacity learner in all aspects: cognitive, interactive and
cooperative, and not forgetting learning skills. Furthermore, both learners and teachers, in
Mozambican secondary schools have profiles in, at least, one of these Social Network Sites. The
study shows that they generally access such sites for entertainment and sharing and never for
learning. Among different reasons, lack of knowledge about the learning tools within social
networks and low creativity and innovation in teaching are decisive to low exploitability of the
tools.
The research consists of both qualitative and quantitative methods and the data result from
observations, questionnaires and interviews techniques set in Social Network Sites, especially
Facebook to bring reliable and verifiable samples of the data analyzed. The research
demonstrates how relevant the Social Network Sites are for Language Classroom Interaction and
language acquisition.
Furthermore, an awareness of these tools can possibly be significant to educational contexts to
encourage language learners to interact and collaborate with each other and with native speakers
of the target language through a number of online communication tools such as chat walls,
videos conference, etc., provided by these platforms.
Table of Contents
1. Social Networks
1.1. The digital age
1.2. Social Network Sites
1.2.1. Concepts
1.2.2. History of Social Networks
1.2.3. Types of Social Networks
1.2.3.1. Profile-based and social connections sites
1.2.3.2. Multimedia Sharing
1.2.3.3. Micro-blogging
1.2.4. Representative Social Networks Sites
1.2.5. What do people do in Social Network Sites?
1.2.6. Tools in Social Network Sites
1.2.6.1. Synchronous tools
1.2.6.2. Asynchronous tools
2. Language Classroom Interaction and Social Network Sites
2.1. Language Classroom Interaction
2.2. Components of classroom interaction
2.2.1. Collaborative Dialogue
2.2.2. Negotiation and feedback
2.2.3. Co-construction
2.3. Types of Interaction
2.3.1. Learner-Learner Interaction
2.3.2. Learner-Instructor Interaction
2.3.3. Learner-Content Interaction
2.4. Teachers and learners (adolescents) and Social Network Sites
2.5. Tools provided by Social Network Sites for Language Classroom Interaction
2.6. Importance of Social Network Sites for Language Classroom Interaction
2.7. Benefits of Social Network Sites in Education
2.8. Ways of using Social Network Sites to foster language Interaction
2.8.1. Using microblogging or blog sites: the case of Twitter
2.8.2. Using Profile-based and social connections sites: the case of Facebook
2.8.3. Using multimedia Sharing: the case of YouTube
3. The Corpus and Methodology
3.1. The corpus
3.1.1. Participants
3.2. Methodology
3.2.1. Questionnaires
3.2.2. Observations
3.2.3. Interview
3.2.4. Data based on questionnaire
3.2.5. Data through learners questionnaire
3.2.6. Data through teachers questionnaire
3.3. Data through observations
3.4. Interview
3.4.1. Data through learners interview
4. Data Analysis and Discussion
5. Conclusion and Recommendations
5.1. Conclusion
5.2. Recommendations
Research Objectives and Core Themes
The primary objective of this research is to evaluate the applicability and effectiveness of Social Network Sites (SNS) as tools to enhance interaction within the language classroom, ultimately fostering language acquisition through the utilization of digital platforms.
- Integration of social networking tools in educational settings.
- Enhancement of language classroom interaction (LCI) via digital media.
- Learner and teacher attitudes towards using social networks for learning.
- Application of synchronous and asynchronous communication tools.
- Implementation of qualitative and quantitative research methods in a school environment.
Excerpt from the Book
1.1.The digital age
Since the beginning of technological world, with the advent of internet, platforms of communications are ever-increasing for a better interaction between its users and the whole world. According to Rogers (1995:8) “technology is a design for instrumental action that reduces the uncertainty in the cause-effect relationships involved in achieving a desired outcome”. Technology is the extension of the human capability in order to satisfy our needs or wants. Additional Rogers (1995:9) says that technology usually has two components: “(1) a hardware aspect, consisting of the tool that embodies the technology as material or physical objects, and (2) a software aspect, consisting of the information base for the tool.”
It is important to mention that because of these tools presented by technology, it has “fundamentally shifted the way humans communicate with each other and their environment” as concluded by Mishna (quoted in Berzin et. al. 2015:5). As the world becomes progressively more dependent on technology to transmit information and interact, in an essence to communicate, the 21st century is basically called the information age because of this wide world of contact and relation due to the easy socialization created by media platforms provided in the current century by technology, (Rogers 1995).
Most scientific authors consider the information age as the stage of innovation due to the network diffusion. For example, Kincsei (2007) considers networks diffusion as the dissemination of innovations, of technologies too, that takes place within Social Network Sites. Additionally, Kincsei (2007:6) affirms that, innovation, in this stage of globalization and socialization, is believed as the “key of society information” (society information is basically considered as communication by Rogers 1983:16), in his definition of innovation dispersal: diffusion is “the process, by which an innovation is communicated through certain channels over time among the members of a social system”. A social system is defined by Rogers (1995) as a set of interrelated units that are engaged in joint problem solving to accomplish a common goal.
Summary of Chapters
1. Social Networks: This chapter introduces the historical and technical background of the digital age, detailing the evolution, types, and functionalities of Social Network Sites as communication tools.
2. Language Classroom Interaction and Social Network Sites: This section explores the theoretical relationship between classroom interaction and SNS, defining components such as collaborative dialogue and identifying various types of interaction in learning.
3. The Corpus and Methodology: This chapter outlines the research design, detailing the participants (secondary school students and teachers) and the mixed-methods approach, including questionnaires, observations, and interviews.
4. Data Analysis and Discussion: This chapter presents the empirical results derived from surveys and interviews, correlating user behavior in social networks with educational needs and classroom participation.
5. Conclusion and Recommendations: This concluding chapter synthesizes the research findings, confirming the positive impact of SNS on learner engagement, and provides practical recommendations for teachers and learners to integrate these tools into language study.
Keywords
Social Network Sites, Language Classroom Interaction, Language Acquisition, Digital Age, Collaborative Dialogue, Synchronous Communication, Asynchronous Communication, Learner-Instructor Interaction, Multimedia Sharing, Micro-blogging, Educational Technology, Classroom Engagement, Pedagogic Strategies, Social Media, Student Attitudes.
Frequently Asked Questions
What is the primary focus of this research?
The work investigates the potential of Social Network Sites (SNS) as authentic resources to improve language classroom interaction and facilitate effective language acquisition for learners.
Which thematic areas does the study address?
The study covers the transition to the digital age, the categorization of SNS tools, the components of classroom interaction, and the practical implementation of social media platforms for educational purposes.
What is the main research question?
The research asks how social networks can be relevant for language interaction, how their tools can be effective for language acquisition, and what attitudes learners and teachers hold toward these platforms.
Which research methods were applied?
A mixed-methods approach was used, consisting of questionnaires distributed to teachers and learners, observational analysis of online social interactions, and qualitative interviews.
What is examined in the main part of the work?
The main body identifies specific SNS tools (such as Facebook, Twitter, and YouTube) and demonstrates how they can be adapted for pedagogical goals, such as sharing content, collaborative problem-solving, and providing private feedback.
Which keywords define this paper?
Key terms include Social Network Sites, Language Classroom Interaction, Language Acquisition, Pedagogic Strategies, Collaborative Dialogue, and Educational Technology.
How does the author define the role of the teacher in an SNS-enhanced environment?
The author suggests the teacher should act as a guide or facilitator, using SNS to bridge the gap between classroom-based instruction and authentic communication outside the school setting.
What challenges do learners face when interacting in the language classroom?
Learners often report fear of making mistakes, lack of sufficient vocabulary, and general disinterest, which the author believes can be mitigated by creating a more comfortable interaction space within social networks.
How do synchronous and asynchronous tools differ in this study?
Synchronous tools enable real-time communication (e.g., chat, instant messaging), while asynchronous tools allow for interaction over time (e.g., posting content, comments, or uploading videos), both providing unique benefits for e-learning environments.
- Arbeit zitieren
- Nilza Moiane (Autor:in), 2017, How can Social Networks be relevant for language classroom interaction?, München, GRIN Verlag, https://www.grin.com/document/477170
