Like or Tweet: Analysis of the Use of Facebook and Twitter in the Language Classroom
Social media has become a daily activity in today’s technological age, and with this development, educators are met with another possible tool to facilitate language learning. This study was conducted to examine the use of social media, in particular Facebook and Twitter, as a pedagogical instrument in beginning level Spanish courses. Two university-level, beginning Spanish courses were analyzed for student preference and academic impact of the incorporation of social media as a course component – one using Facebook while another using Twitter. Equivalent semester-long assignments were implemented into both the Facebook and Twitter classes. Results show that students exhibited an overall positive perception of skill increase and an awareness of Spanish-speaking countries and current events. Results further indicate that students viewed social media as a valuable learning tool for cultural awareness and target language usage. These findings support the use of social media as a pedagogical resource for the twenty-first century language classroom.
KeywordsSocial media Pedagogy Second language acquisition Technology Perceptions Web 2.0 Foreign language learning
The authors would like to thank Jessica Hubickey-Botha for allowing us to implement this project in her Spanish classes.
- Ahmed, M. (2015). The effect of Twitter on developing writing skill in English as a foreign language. Arab World English Journal, 2, 134–149.Google Scholar
- Atakli, F. (2012). The role of multi-media in the foreign language (Russian) classroom. Social and Behavioral Sciences, 70(1), 795–798.Google Scholar
- Atenos-Conforti, E. (2016). Micro-blogging on Twitter: Social networking in intermediate Italian classes. In L. Lomicka & G. Lord (Eds.), The next generation: Online collaboration in foreign language learning (vol. 8, pp. 59–90). CALICO Monograph Series, San Marcos, TX: CALICO.Google Scholar
- Blankenship, M. (2011). How social media can and should impact higher education. The Education Digest, 76(7), 11–12.Google Scholar
- Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17–28.Google Scholar
- Blattner, G., & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning. Alsic (Apprentissage des langues et systèmes d’information et de communication), 15(1) n.p.Google Scholar
- Borau, K., Ullrich, C., Feng, J., & Shen, R. (2009). Microblogging for language learning: Using Twitter to train communicative and cultural competence. Proceedings from International Conference on Web-based Learning (ICWL 2009) (pp. 78–87). Berlin Heidelberg: Springer.Google Scholar
- Charmaz, K. (2008). Constructionism and the grounded theory. In J. A. Holstein & J. F. Gubrium (Eds.), Handbook of constructionist research (pp. 397–412). New York: The Guilford Press.Google Scholar
- “Company.” (2017). Twitter. https://about.twitter.com/company.
- Dogoriti, E., & Pange, J. (2014). Instructional design for a “social” classroom: Edmodo and Twitter in the foreign language classroom. Proceedings from ICICTE 2014 (pp. 154-165).Google Scholar
- Dressler, R., & Dressler, A. (2016). Linguistic identity position in Facebook posts during second language study abroad: One teen’s language use, experience, and awareness. The Canadian Journal of Applied Linguistics, 2, 22–43.Google Scholar
- Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language writing conventions development. Language Learning & Technology, 14(3), 51–71.Google Scholar
- Hattem, D. (2014). Microblogging activities: Language play and tool transformation. Language Learning & Technology, 18(2), 151–174.Google Scholar
- IBM SPSS statistics software (2018); IBM Corp. Version 24.Google Scholar
- Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer and R. Kern (Eds.), Network-based language teaching: Concepts and practice, (pp. 1–19). New York: Cambridge University Press.Google Scholar
- Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79–95.Google Scholar
- Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91–109.Google Scholar
- Leier, V., & Cunningham, U. (2016). ‘Just facebook me’: A study on the integration of Facebook into a German language curriculum. In S. Papadima-Sophocleous, L. Bradley, & S. Thouësny (Eds.), CALL communities and culture – Short papers from EUROCALL 2016 (pp. 260–264). Dublin: Research-publishing.net.CrossRefGoogle Scholar
- Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. New York: Oxford University Press.Google Scholar
- Lomicka, L., & Lord, G. (2016). Social networking and language learning. In F. Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning and Technology (pp. 255–268). London: Routledge.Google Scholar
- Nvivo qualitative data analysis software (2018); QSR International Pty Ltd. Version 11.4.2.Google Scholar
- “Our Mission.” (2018). Facebook. http://newsroom.fb.com/company-info/.
- Pellettieri, J. (2010). Online chat in the foreign language classroom: From research to pedagogy. MEXTESOL Journal, 34(1), 41–57.Google Scholar
- Pinkman, K. (2005). Using blogs in the foreign language classroom: Encouraging learner independence. The JALT CALL Journal, 1(1), 12–24.Google Scholar
- “Social Media Use in 2018.” (2018). The Pew Research Center. http://www.pewinternet.org/2018/03/01/social-media-use-in-2018/
- Solmaz, O. (2017). Autonomous language learning on Twitter: Performing affiliation with target language users through #hashtags. Journal of Language and Linguistic Studies, 13(2), 204–220.Google Scholar
- Terantino, J. (2012). Student perceptions on language learning with Facebook: An exploratory study of writing-based activities. In A. Shafaei (Ed.), Proceedings of the 2011 International Online Language Conference (IOLC 2011) (pp. 230–240). Boca Raton: Universal Publishers.Google Scholar
- Wang, S., & Kim, D. (2016). Incorporating Facebook in an intermediate-level Chinese language course: A case study. The IALLT Journal, 44(1), 37–78.Google Scholar