Practising Language Interaction via Social Networking Sites: the “expert student”’s perspective on personalized language learning

Marina Orsini-Jones, Billy Brick, Laura Pibworth-Dolinski

    Research output: Chapter in Book/Report/Conference proceedingChapter

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    Abstract

    This chapter reports on the evaluation of language learning SNSs carried out by “expert students” who are training to become Teachers of English as a Foreign Language (TEFL) at both undergraduate and postgraduate levels. While stressing the positive features available on these sites and novel ways in which they can enable personalised language learning, this study also focuses on some troublesome aspects that occur when learners engage with Web 2.0 tools. It discusses how initial motivation towards these tools can turn into frustration, mirroring the results of a previous autoethnographic study carried out on SNSs. It also illustrates how these global ubiquitous platforms pose a dilemma for language practitioners who work within institutional teaching settings. Teachers recognize the language learning potential of these tools, but are also worried by the ethical threat they can pose, which can normally be avoided, or at least moderated, within institutional proprietary and “less exciting” platforms.
    Original languageEnglish
    Title of host publicationComputer-Assisted Foreign Language Teaching and Learning: Technological Advances
    EditorsBin Zou, Minjie Xing, Yuping Wang, Mingui Sun, Catherine H. Xiang
    Place of PublicationPhiladelphia, USA
    PublisherIGI Global
    Pages40-53
    ISBN (Print)EISBN13: 9781466628229, 9781466628212
    DOIs
    Publication statusPublished - Jan 2013

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    networking
    expert
    interaction
    language
    learning
    student
    teacher
    frustration
    foreign language
    threat
    Teaching
    evaluation

    Bibliographical note

    The publisher and copyright holder of this publication is IGI-Global - http://www.igi-global.com

    Cite this

    Orsini-Jones, M., Brick, B., & Pibworth-Dolinski, L. (2013). Practising Language Interaction via Social Networking Sites: the “expert student”’s perspective on personalized language learning. In B. Zou, M. Xing, Y. Wang, M. Sun, & C. H. Xiang (Eds.), Computer-Assisted Foreign Language Teaching and Learning: Technological Advances (pp. 40-53). Philadelphia, USA: IGI Global. https://doi.org/10.4018/978-1-4666-2821-2

    Practising Language Interaction via Social Networking Sites: the “expert student”’s perspective on personalized language learning. / Orsini-Jones, Marina; Brick, Billy; Pibworth-Dolinski, Laura.

    Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. ed. / Bin Zou; Minjie Xing; Yuping Wang; Mingui Sun; Catherine H. Xiang. Philadelphia, USA : IGI Global, 2013. p. 40-53.

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Orsini-Jones, M, Brick, B & Pibworth-Dolinski, L 2013, Practising Language Interaction via Social Networking Sites: the “expert student”’s perspective on personalized language learning. in B Zou, M Xing, Y Wang, M Sun & CH Xiang (eds), Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. IGI Global, Philadelphia, USA, pp. 40-53. https://doi.org/10.4018/978-1-4666-2821-2
    Orsini-Jones M, Brick B, Pibworth-Dolinski L. Practising Language Interaction via Social Networking Sites: the “expert student”’s perspective on personalized language learning. In Zou B, Xing M, Wang Y, Sun M, Xiang CH, editors, Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. Philadelphia, USA: IGI Global. 2013. p. 40-53 https://doi.org/10.4018/978-1-4666-2821-2
    Orsini-Jones, Marina ; Brick, Billy ; Pibworth-Dolinski, Laura. / Practising Language Interaction via Social Networking Sites: the “expert student”’s perspective on personalized language learning. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. editor / Bin Zou ; Minjie Xing ; Yuping Wang ; Mingui Sun ; Catherine H. Xiang. Philadelphia, USA : IGI Global, 2013. pp. 40-53
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