Abstract
For the past three academic years, students of French at the University of Central Lancashire (UCLan) in Preston, United Kingdom, and students of English at the University Institute of Technology (IUT) in Lannion (part of the Université de Rennes), France, have taken part in an electronic exchange project. The project is social media based and was set up to encourage students to practice and extend their linguistic skills. The purpose of the present chapter is to focus on findings from academic year 2013/14, relating to a stereotypes task, which marked a change in approach in relation to the project, as it was designed to bring social media, specifically Twitter, more directly into the classroom context.
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© 2015 Judith Broadbridge and Véronique Charriau
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Broadbridge, J., Charriau, V. (2015). Twitter in the Classroom: Harnessing Social Media to Enhance Second Language Acquisition. In: Brewer, G., Hogarth, R. (eds) Creative Education, Teaching and Learning. Palgrave Macmillan, London. https://doi.org/10.1057/9781137402141_3
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DOI: https://doi.org/10.1057/9781137402141_3
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