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The Benefits and Implications of Learning English through Facebook Groups

Presented in GloCALL 2015, Daejeon, Korea, 12-14 November 2015

Abstract
The benefits of Social Networking Sites (SNSs) for academic purposes have been extensively researched. In the studies of social capital and how through SNSs social capital can be formed and maintained, some studies have suggested that SNSs may build strong network and such network could benefit students in terms of educational attainment, achievement, and psychosocial factors (Ye, 2006; Ellison, Steinfield, & Lampe, 2007; Phua & Jin, 2011; Lin, Peng, Kim, Yeun Kim, & LaRose, 2012; Tamam, 2013) . However, the studies also found some barriers and implications of SNSs in the process of learning.
Most of the studies in social capital in SNSs were conducted in the context of formal education settings, in which SNSs were treated either as a part of certain courses, or relevant to students' formal education status. This study is going to be conducted in the context of informal discussion in English learning Facebook groups, with various types of members, both formal students and those who are interested in learning English. In particular, the study is going to employ the framework of social capital and actor-network theory in analyzing the discourse among the learners in order to find out the influencing factors and types of social capital that may be beneficial in learning English.
Keywords
Social Networking Sites, Social Capital, Actor-Network Theory, Computer-Mediated Discourse Analysis, Learning English
Bio
Neny Isharyanti is currently a lecturer at the English Education program of Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia. Her research interests include Computer-Mediated Discourse Analysis and sociolinguistics.

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The Benefits and Implications of Learning English through Facebook Groups

  1. 1. The benefits& implicationsof learninglanguage usingfacebook group Neny Isharyanti Satya Wacana Christian University Salatiga, Indonesia
  2. 2. overview • Curiosity • Experts Said • The Study • The Results • In Retrospect • Q & A GloCALL 2015 | Daejeon, South Korea | 13112015
  3. 3. CURIOSITY GloCALL 2015 | Daejeon, South Korea | 13112015
  4. 4. Social media usage worldwide http://www.dailymail.co.uk/sciencetech/article-2542749/Facebook-favourite- social-network-teens-beating-YouTube-Twitter.html GloCALL 2015 | Daejeon, South Korea | 13112015
  5. 5. Indonesia? GloCALL 2015 | Daejeon, South Korea | 13112015
  6. 6. 21st centurylearners • https://edtechdigest.wordpress.com/2012/08/30/trends-infographic-learn-now-lecture-later/GloCALL 2015 | Daejeon, South Korea | 13112015
  7. 7. EXPERTS SAID GloCALL 2015 | Daejeon, South Korea | 13112015
  8. 8. Languagelearning process • Faerch & Kasper (1983)  Communicative Competence: linguistics, pragmatics, sociolinguistics competence • Schieffelin & Ochs (1986)  language learning process is not only a transformative linguistic mental process, but it also situated in social and cultural contexts which help transforming/ creating human understanding. GloCALL 2015 | Daejeon, South Korea | 13112015
  9. 9. Language learningprocessin 21st century • Contexts  F2F & online • The potentials and promising offers of online contexts in assisting language learning (Lamy & Zourou, 2013; Meskill, 2012; Thomas, 2011) GloCALL 2015 | Daejeon, South Korea | 13112015
  10. 10. Actor-network theory • Law (2007), Fenwick & Edwards (2010), Sismondo (2010)  Network – language learning  Actor – objects, subjects, human beings, machines, animals, ‘nature’, ideas, organizations, inequalities, scale and sizes, and geographical arrangements” • Sustained language learning GloCALL 2015 | Daejeon, South Korea | 13112015
  11. 11. Social capital • Bordieu (1986); Putnam (1993); Bordieu & Wacquant (1992)  “one’s accumulated social relationships with others, and is defined as the sum of the resources, actual or virtual, that accrue to an individual or a group by virtue of possessing a durable network of more or less institutionalized relationships of mutual acquaintance and recognition” (p. 119) . • Social capital in learning (Ellison, Steinfield, & Lampe, 2007; Phua & Jin, 2011; Greenhow & Burton, 2011) • Social capital in Facebook (Wang et al., 2013)  achieving better grades, higher engagement, and greater satisfaction with the university learning experience. GloCALL 2015 | Daejeon, South Korea | 13112015
  12. 12. Types of social capital • Bonding – close, personal relationship for emotional support & personal benefits • Bridging – casual acquaintances and connections for information & analytic diversity benefits • Maintained – online & offline relationship GloCALL 2015 | Daejeon, South Korea | 13112015
  13. 13. THE STUDY GloCALL 2015 | Daejeon, South Korea | 13112015
  14. 14. Research questions • Who are the important bridging actors? • What are the influences of social capital of the actors in the process of language learning? GloCALL 2015 | Daejeon, South Korea | 13112015
  15. 15. context • English for Specific Purposes  Business English for International Classes for Management and Accounting Program, Satya Wacana Christian University, Salatiga, Indonesia) • Blended Learning  F2F  Online • Aims/Assessments:  Job search: writing a letter of application & curriculum vitae, job interview  Cross-Cultural Understanding: online discussion on business cases  Business Project – writing a proposal, presenting the proposal GloCALL 2015 | Daejeon, South Korea | 13112015
  16. 16. methodology • Focus on the online context • Social Network Analysis  Interaction on Facebook group  NodeXL • Computer-Mediated Discourse Analysis  Transcript GloCALL 2015 | Daejeon, South Korea | 13112015
  17. 17. THE RESULTS GloCALL 2015 | Daejeon, South Korea | 13112015
  18. 18. Who’s important? • Eigenvector + Closeness Centrality GloCALL 2015 | Daejeon, South Korea | 13112015
  19. 19. Who’s important? • On a closer look.. Participants TOEFL score Course Scores Class Rank (Pre) Class Rank (Post) In- Degree Out- Degree Betweenness Centrality Eigenvector Centrality Comments Received Comments Created Total Comments TMK 437 72.19 Low Low 9 13 10.18 0.07 17 38 55 KR 503 73.50 Mid Low 14 6 13.52 0.07 28 8 36 SD 443 82.28 Low High 10 9 6.86 0.07 24 22 46 SS 417 72.52 Low Low 12 6 9.05 0.06 25 18 43 ES 440 73.61 Low Low 9 8 12.74 0.06 15 11 26 DH 537 79.59 High High 10 6 6.09 0.06 12 6 18 GloCALL 2015 | Daejeon, South Korea | 13112015
  20. 20. Effects onlearning • Inconclusive • But…  What abilities/skills are emphasized?  Assessment methods? GloCALL 2015 | Daejeon, South Korea | 13112015
  21. 21. PARTICIPATION • F2F class discussions  Tangible  Extrovert students  Listening and Speaking abilities  Short processing information – unequal footing • Online class discussions  Intangible (numbers don’t always count)  Extrovert AND introvert students  Reading and Writing abilities  Give more time to process information, at students’ paces – equal footing GloCALL 2015 | Daejeon, South Korea | 13112015
  22. 22. IN RETROSPEC T GloCALL 2015 | Daejeon, South Korea | 13112015
  23. 23. Abilities/Skills focus • Linguistic abilities? • Other abilities? • Linguistics  Syntactic abilities  Semantic abilities  Pragmatics abilities  Sociolinguistic abilities • Linguistically weak students not communicative students GloCALL 2015 | Daejeon, South Korea | 13112015
  24. 24. benefits • More equal opportunities  Diversity in students’ learning background • Learning styles • Cognitive processes • Communication style /skills • Linguistics abilities • Varied contexts exposure  F2F vs. online • Variety in Assessments GloCALL 2015 | Daejeon, South Korea | 13112015
  25. 25. Implications • Course design  Objectives of learning  Skills emphasized  Fair opportunities  Recognition of other skills than linguistics abilities/skills GloCALL 2015 | Daejeon, South Korea | 13112015
  26. 26. limitations • Limited data  Number of students  Number of interactions  Length of data collection • CMDA has not been employed yet GloCALL 2015 | Daejeon, South Korea | 13112015
  27. 27. ANY QUESTIONS ? neny@staff.uksw.edu @nenyish about.me/neny GloCALL 2015 | Daejeon, South Korea | 13112015

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