Abstract
This chapter reports on a study of seven learners who logged their experiences on the language learning
social networking site Livemocha over a period of three months. The features of the site are described and
the likelihood of their future success is considered. The learners were introduced to the Social Networking
Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site:
the immediate peer-feedback available and the ability to converse synchronously and asynchronously
with native speakers of their target language. However, there was universal criticism of the “word-list”-
based language learning materials, and several participants complained about the regular cyber-flirting
they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and
relationships with other members are also considered. The potential for integrating some of the features
of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this
for educators are also discussed.
Original language | English |
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Title of host publication | Pedagogical Considerations and Opportunities for Teaching and Learning on the Web |
Editors | Michael Thomas |
Place of Publication | Hershey, PA |
Publisher | IGI Global |
Pages | 1-16 |
ISBN (Print) | 978-1-4666-4611-7 (hardcover) |
DOIs | |
Publication status | Published - 2014 |
Bibliographical note
This book is published in the IGI Global book series Advances in Educational Technologiesand Instructional Design (AETID)
Keywords
- Language learning skills
- social networking sites