implementing the use of facebook to improve english communicative skills

7/28/2019 Implementing the Use of Facebook to Improve English Communicative Skills

1/15


2/15

Introduction

"Technology will not replace teachers; teachers who use technology will replace

those who don't".

As Fotos states, although teachers will never be replaced, the necessity of

adequating teaching to the current use of technology has become imperative if

one expects to fit in this constantly-changing world where the newest advances

are more visible every day. It is not a matter of leaving aside the importance of a

good teacher but taking advantage of what the new advances provide, to

encourage the improvement of language education. When one keeps in mind that

reality, then it is necessary to create new ways to include technology inside the

classroom and so guide the students to use it in a way that can be beneficial for

them.

By being attentive to the information offered above, this paper will develop

an idea of innovation that takes into account a vital part of technology that is the

use of social networks and of course, the computers as mediators in the SLA

process. The objectives of the mentioned innovation are: first, to use Facebooksocial network to improve learners communicative skills as the title itself implies.

In addition to that, it is expected to expand their English language knowledge by

using meaningful and purposeful topics, and last but not least it is projected to

integrate them socially with peers as well as with the teacher through the use of

technology.

In the following pages there will be found: the pedagogical innovation

explained in detail bearing in mind the target learners and procedure. Then, a

literature review with the corresponding theory that supports the innovation

proposed previously. Finally, some conclusions related to the implications of the

procedure presented before. Bibliography and appendices will be at the end too.

Fotos (2004)


3/15

Pedagogical Innovation

It is estimated that the use of the Internet has progressively been increasing

during the last five years according to statistics shown in a specialized web site

(see bibliography). Those increases are highly linked to Facebook social network

which has become the most famous way of long-distance interaction among

people all around the world. It has also become one indispensable tool in

educational contexts. That is why teachers should be aware of those facts and take

advantage of them not only to get students involved in school activities but also to

improve the quality of teaching as it becomes more touchable, real, and

purposeful. Bearing in mind the previous realities, the idea of using Facebook at

English class is intended to be implemented in the following manner:

In the first class, the teacher will explain to the students the importance of

real interaction to improve English language skills as a reason why they will use

Facebook to get to experiment real interaction in English during the course. Rules

and constraints will be explained, such as using that specific network for

educational purposes, using English language only, using their real, completenames, respecting everybodys opinions, using appropriate vocabulary and

images, following the instructions of each assignment, participating actively, and

being committed with the activities. The teacher will also explain that the fact of

making mistakes will be very valuable in the process of learning, so students will

not be afraid of making them and they should not take them as a chance to give up

in the real practice in the social network.

After clarifying the rules and constraints, the students will be explained that

everybody in the course will open a new Facebook account in which they will add

only their classmates and English teacher. In it, they will work on a specific topic

proposed before during the face-to-face classes every week. The topics will take

into account the majority of students preferences inquired in a survey at the


4/15

beginning of the course; the results will be counted (see appendix 1). According to the

themes chosen for each week, every Sunday the teacher will write in his/her

status or will publish what they will work on. For instance, he or she will say

something like this: Hello, this is my family. I would like to meet yours. Theteacher shares photos, explanations, and all what he/she considers relevant to

continue the exchange. Then, the students will continue participating in any way

they want to but respecting the rules. They can add comments, show photos as

well, or talk about anything related to the topic. Besides, they will have a specific

time and date exclusively for chatting or having a group discussion, including the

teacher, on the same topic. The date and time will be chosen according to the

survey too.

At the end of each topic, the teacher will evaluate this activity by keeping in

mind whether the student participated in it no matter if he/she has made

mistakes. Feedback will be given to each student in a private message with the

intention of helping him/her to improve their English language. When the course

ends, all the grades from the discussions of every week will be taken into account.

At the end of the course, the teacher and the students will discuss what to

do with their accounts. They will reach a common agreement on whether

cancelling their accounts or continuing the exchanges among them. It will depend

on the fact that they continue with the same teacher. They can have a

conversation with the coming teacher if possible; wait until the other course

begins, etc. That will depend on the circumstances in which the course develops.

The innovation mentioned previously has the advantage of being

appropriate for any kind of English course in which the learners are teenagers or

older and have English level superior to A1. The fact that Facebook is a well-

known tool allows almost everyone to be part of activities in it. It is more

appropriate for teenagers and older learners because they are more familiarized


5/15

with the networkand tend to count more on their parents permission for using it

since they are acquiring or have more responsibility. It is suitable to address this

invention to A1 level learners or superiorbecause they need to have had previous

input in English to be able to interact, and feel more comfortable to participate inthe activities described. The number of students can vary, there can be five or forty,

and that fact does not affect dramatically the purpose of the procedure even when

the bigger the amount, the better. That is another relevant advantage.

The use of a real social network such as Facebook turns useful in many

ways. This particular procedure focuses on two reasons only, why it is useful for

any English class in any institution as explained in the previous paragraph. The

first one is that it keeps language education current since it takes into account an

instrument that the majority of students knows and is interested in. In that way,

the teachers as well as the students talk about something common for both parts.

Also, it lends itself to engage learners outside the classroom because they find

English language learning a meaningful experience and will change the way they

use it by making it more beneficial instead of just for entertainment.

One contribution of the use of the social network for the students is that

they will have the opportunity to grow not only cognitively by learning a language

but also socially since they are able to demonstrate feelings, opinions and all

human-being-related issues to their classmates and teacher. Another contribution

is for the teacher; it promotes a closer relationship with the students; they are

seen from a wider perspective, as integral human beings, and not just as a group

of people trying to learn a language with no purpose. Instead, student-teacher

relation will be nearer and that contributes to more effective learning.


6/15

Literature Review

Carmen Helena Guerrero Nieto, a full time professor in the MA program of

Universidad Distrital Francisco Jos de Caldas, in Bogot, Colombia wrote an

article called Applications of Vigotskyan Concept of Mediation in SLA (2007). In

it, she clarifies that the applications of theories of Vygotski are not new in

educational fields, but that in Second Language Acquisition are newer. Then, she

explains the concept of mediation and reports a series of studies that are framed in

the concept according to their types. The categories she established are the

following: mediation by dialoguing with oneself, mediation by dialoguing with the

other, and mediation through technology. For the purpose of supporting the

innovation proposed in the present paper, the focus of attention will be

established on the category of Mediation through technology, which presents

studies that have used the computer as a mediation tool between the learner and

the target language.

According to Carmen Guerrero, the implementation of technology such as

computers for language learning can be originated from the sixties, when they

were used to replicate the behaviorist approach to teaching. Then, in the eighties,

with the appearance of Communicative Language Teaching and the development

of microcomputers, learners had new possibilities for interactive learning. After

that, the nineties were characterized by the introduction of software to stimulate

students' motivation, critical thinking, creativity, and analytical skills. Currently,

based on what Fotos said in 2004, thanks to the spread of the Internet, learners

can make a much integrative use of computer assisted language learning (CALL)

in order to enhance their L2 skills. Today teachers use CALL in a variety of forms

such as word processing, email exchange, multimedia applications, internet, chats,

distance learning, IM, etc.


7/15

As just explained, it is visible how important the role of technology has

become in language educational field in different ways. That is why it was decided to

create a manner to promote motivation, creativity and interaction. Facebook social

network has the faculty for creating the expected environment with thosecharacteristics, and the teacher can take advantage of that.

Carmen Guerrero also points out that in an attempt to provide teachers

with a solid ground to implement the use of computers in the L2 classroom,

Warschauer, in 1997 wrote an article in which he presents a theoretical

exploration of computers as mediating tools based on Vygotsky's concept of

mediation. The fact that learners' products can be saved on the computer allowsteachers and learners to retrieve that information and reflect about it, revise, and

improve it. This dynamic creates a community of practice in which teachers and

peers work collaboratively to promote the learning of the L2.

All presented in the prior paragraph resembles the way how the evaluation

will be done in the procedure proposed in this paper. The feedback will be given to

the students through a private message, but it will be based on what it is still saved

on their own Facebook accounts and both, student and teacher, have access to it in a

relatively easy manner so they can revise, reflect, and hopefully improve.

In his research, Warschauer identifies five distinguishing features in

Computer Mediated Communication (CMC). The first one is text-based and

computer-mediated interaction: this feature gives to writing a new dimension

because it is seen as an interactive skill and becomes a "cognitive amplifier".

In the case of the innovation proposed in this document, writing will definitely

be a crucial skill students will develop in a way that they will find it as a chance to

interact with their peers and teacher, so it will be a meaningful experience for them

to expand their knowledge of the language as well as of the outer world.


8/15

Another feature is that it allows Many-to-many communication: any

member of a group may initiate interaction with any other and construct

knowledge together. So does Facebook interaction, all members will be involved in a

way that everybody can share with many or all of their classmates, and as a result,all construct understanding of a variety of topics they will discuss about.

Time-and-place-independent communication: users can write or receive

messages any time anywhere. This is another feature present in any social network.

During this procedure, the students will have one week to participate in the

exchange no matter where they are since long distance exchanges gives learners

the possibility to interact with other learners that are physically or geographicallydistant but connected through a computer.

The Hypermedia links, the feature that allows the publication and

distribution of multimedia documents around the world through the World Wide

Web, increases the possibility to share information among the students and enrich

the notions they have on the topics proposed.

It was also mentioned by Carmen Guerrero that in a later study, Fotos in

2004 researched the effects of an email exchange program in the L2 classroom.

She framed her study theoretically on Vygotsky's idea that children construct

meaning interactively and the social exchange of ideas is vital in the individual's

development. The participants of her study were a group of 20 Japanese

university EFL students and a group of 5 American university students in which

the American students would correspond with four Japanese EFL students for 2

semesters. They were free to choose the topic of the E-mail exchange. Overall the

results showed a positive effect in the development of the L2. Fotos identified 5

major categories: scaffolding since students used their tutor's text to write their


9/15

replies. Reading and writing for authentic purposes; face-saving and low concern

for errors; proficiency gains in the target language; and high motivation.

The characteristics presented above relate to the innovation to be applied in

the fact that the students will participate in the election of the topics to keep in mind

during the exchanges. Although the exchanges will not be through an E-mail

specifically, they will be carried out through a very similar device with a wider

amount of tools and possibilities for interaction among learners.

Furthermore, the positive effects that were observed in the study, provide

sufficient support to assure that the use of technological tools such as E-mails and

social networks like Facebook, are a powerful manner to improve L2 skills in the

students. Vygotskyan concepts as scaffolding is visible in the implementation of the

innovation to be implemented in the fact that the students will continue a discussion

and some series of activities based on their teachers text and instructions every

week; they will write for authentic purposes too; they will write con respond to their

peers on a topic that will be of everybodys interest.

In addition to that, there exists a resemblance in the point that there will be

low concern for errors. As the most important concern is to practice and therefore

gain fluency. Their mistakes will not be punished but their participation, in order for

them to feel free to join in and not to give up easily in the process of acquiring the

language. If that aspect is borne in mind, then motivation will be evident not only

because they enjoy using social networks but also because they will feel comfortable

and supported, and in that way they will become proficient English communicators.

As a result of the research carried out by Fotos in 2004, Carmen Guerrero

concludes that E-mail exchange can become a powerful tool teachers can

implement in their L2 classrooms to promote meaningful and purposeful reading

and writing. As Vygotsky (1978) states: teaching should be organized in such a


10/15

way that reading and writing are necessary for something". Knowing that they are

interacting with native speakers of the language, through the mediation of the

computer, provides learners with context that is difficult to encounter in settings

where the L2 is not used outside the classrooms. Besides, as mentioned above, theasynchrony of the communication allows learners to be in control of their own

learning because they can decide when and how to approach the tasks.

Undoubtedly, this conclusion provides a solid support to implement the use of

Facebook in an English course. As reading and writing are essential skills in any L2

learner, it would be absolutely indispensable to make use of the efficacy of tools like

social networks to promote improvement and solidification of such relevant skills,and even more because practice in done in real contexts.

Li (2005) is another author Carmen Guerrero analyzes in the field of

mediation through technology. She explains how he claims that the use of

computers "have reshaped the thinking, writing, and revision processes of people

who have adapted their composing abilities to the new writing medium" Besides,

he reached conclusions with the help of two sources: a group of studies that

explored this issue and his own research on the matter. He framed his research on

the Vygotskyan idea of tool and sign mediation. Then, the results of two writing

tasks, one with pen and paper and the other with computers of twenty-one

proficient speakers of English were compared. It was founded that the group

performed better when using the computer than when using pen and paper. This

finding conducts to the conclusion that computers as mediating tools provide a

useful means to motivate students to write in the L2.

As shown before, people have adapted their writing and revision processes to

a new medium; computers. That is why teachers should not ignore this point and

take advantage of that as much as possible by taking computers not as enemies but


11/15

as allies. In that case, he/she will use them and implement the use in the students

with determined purposes.

Summing up her article, Carmen Helena Guerrero Nieto concludes that the

three studies reported contribute to extrapolate Vygotsky's concept of mediation,

and apply it to other types of tools created and upgraded constantly by human

beings to suit their needs. Using computers as a means to access, practice, and

learn a L2 cannot be underestimated by teachers.

The concept of mediation has been constantly used in educational field but as

time goes by it has suit the needs of current world which has focused on technology

and more efficient ways to teach and learn. For that reason, it is considered

appropriate to work on an idea that takes into account technological tools. Of

course, social networks are close to fulfill that objective since the teacher will not be

replaced but he/she will count on a tool that can serve as a support for him/her as

well as for the student.


12/15

Conclusions

The innovation proposed in this paper counts on with the advantage ofbeing adaptable to the current needs of language education which has

progressively become technology-dependent.

It is advantageous to make use of technology in language classroomsbecause it helps learners improve skills such as reading and writing in a

substantial way. This, in the end, will benefit teachers who make efforts to

have the students reach that aim.

Mediation through technology gives way to a new view of social interactionwhere distance and time are not limitations for it to occur, but anyway the

Vygotskyan concept takes a vital role in language learning and teaching.

Another relevant advantage of using Facebook as stated in this project isthat students will give the social network another use that becomes

beneficial for them; this contributes to a more sensible use of time where

they are learning while using something they enjoy.

The use of technology in language courses implies that teachers must havea vast understanding of the tools that technology offers and he/she is going

to use (in this case Facebook). Otherwise, it will be a tedious process to

make the students use something that the teacher does not really manage.

In the same way, if learners will be asked to use a specific kind oftechnology, then they must receive training on how to use it in order for it

to be as beneficial as expected.

Using an innovation as the one proposed in this paper, implies that teacherswill have to dedicate time not only to prepare regular classes but also to be

an active participant of the out-of-class process. He/she must be willing to

collaborate in the complete progression so everybody can obtain the

expected beneficial.


13/15

One of the possible limitations to implement the practise of Facebook as a

mediator is that due to the fact that many crimes have been committed

thanks to help of this tool, many people, especially parents will be reluctant

to view the process as a chance for their children to learn a language. Inthat case, it will be necessary to talk to them and try to work shoulder to

shoulder to overcome the limitations.

It could be also possible that some of the students do not count on with acomputer at home. It could become a barrier for them to participate in the

tasks. If that is the case, then the teacher should encourage the student to

look for a solution such as asking for help to a partner, go to a public

Internet room, etc.

It is suggested for teachers who will use technology that they teach securityaspects in order to avoid tragedies, since students need appropriate

training on how to use technological tools in a safe, sensible way that

allows them to grow in positive aspects and not to deepen in the dark side

of it.

For further analysis, it is suggested to follow the process step by step toobserve the students reactions when facing a method like the presented

here, in order to reach conclusion on whether there must be modifications

in future to improve the procedure. Also, students opinions on the process

should be taken into account at the end to give them more active

participation.

It is imperative to clarify that the innovation presented in this paper is notintended to replace regular classes in the corresponding educational

institution. On the contrary, it is a proposal to enrich them and focus more

on a relevant aspect of current education. Regular classes are crucial to

assure the success of the proposal since they provide the necessary input to

interact in a L2 and so the instructions to start working through computers.


14/15

Bibliography

Pingdom.comhttp://royal.pingdom.com/2012/04/19/world-internet-population-has-doubled-

in-the-last-5-years/

Internet World Stats.comhttp://www.internetworldstats.com/

http://www.internetworldstats.com/stats2.htm

Electronic Document FormatGUERRERO NIETO, Carmen Helena. Applications of Vygotskyan Concept of

Mediation in SLA. Colomb. Appl. Linguist. J., Bogot, n. 9, Jan. 2007 . Available

from. access on 21 Sept. 2012.


15/15

Name of Institution: Date:

Name of the student: Age:

Level/course:

Appendices

1. Survey to ask the students about their preferences to take part in Facebook.

Please, answer the following questions as honest as possible.Which topic would you prefer to work on if you were to participate in an exchange in

Facebook?

a. Family.b. Different music genres and musicians.c. Nature and Ecology.d. Cinema and television.e. Education.f. Comicsg. Controversial issues such death penalty, abortion, drugs consumptions.h. Sports.i. If you have any suggestion, please write it

______________________________________________

When you are in Facebook you prefer:

a. See photographs.b. Comment on the publications you find interesting.c. Play different games. Which game? ____________d. Write to your friends.What time and day of the week are you available to participate in a chat? Please, write

____________________________________________

implementing the use of facebook to improve english communicative skills

Documents