Social Networking Sites and Language Learning

Billy Brick

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    32 Citations (Scopus)
    703 Downloads (Pure)


    This article examines a study of seven learners who logged their experiences on the language learning socialnetworking site Livemocha over a period of three months. The features of the site are described and the likelihoodof 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 immediatepeer-feedback available and the ability to converse synchronously and asynchronously with native speakersof their target language. However, there was universal criticism of the “word-list” based language learningmaterials and several participants complained about the regular cyber-flirting they encountered. Other aspectsof the site including accessibility, ease of use, syllabus, activities, and relationships with other members arealso considered. The potential for integrating some of the features of SNSs for language learning into theHigher Education (HE) curriculum and the implications of this for educators are also discussed.

    Original languageEnglish
    Pages (from-to)18-31
    JournalInternational Journal of Virtual and Personal Learning Environments (IJVPLE)
    Issue number3
    Publication statusPublished - 2011

    Bibliographical note

    This paper appears in the International Journal of Virtual and Personal Learning Environments authored by Billy Brick, Copyright 2010, IGI Global, Posted by permission of the publisher


    • Language Learning
    • Learning Communities
    • Networked Learning
    • Social Networking
    • Tandem
    • Learning
    • Web-Based Learning


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