the benefits and implications of learning english through facebook groups
TRANSCRIPT
The benefits & implications of learning language using facebook groupNeny IsharyantiSatya Wacana Christian UniversitySalatiga, Indonesia
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overview• Curiosity• Experts Said• The Study• The Results• In Retrospect• Q & A
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CURIOSITY
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Social media usage worldwide
http://www.dailymail.co.uk/sciencetech/article-2542749/Facebook-favourite-social-network-teens-beating-YouTube-Twitter.html
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Indonesia?
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21st century learners
• https://edtechdigest.wordpress.com/2012/08/30/trends-infographic-learn-now-lecture-later/
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EXPERTS SAID
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Language learning process
• Faerch & Kasper (1983) Communicative Competence: linguistics,
pragmatics, sociolinguistics competence• Schieffelin & Ochs (1986)
language learning process is not only a transformative linguistic mental process, but it also situated in social and cultural contexts which help transforming/ creating human understanding.
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Language learning process in 21st century
• Contexts F2F & online • The potentials and promising offers
of online contexts in assisting language learning (Lamy & Zourou, 2013; Meskill, 2012; Thomas, 2011)
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Actor-network theory
• Law (2007), Fenwick & Edwards (2010), Sismondo (2010) Network – language learning Actor – objects, subjects, human beings,
machines, animals, ‘nature’, ideas, organizations, inequalities, scale and sizes, and geographical arrangements”
• Sustained language learning
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Social capital• Bordieu (1986); Putnam (1993); Bordieu & Wacquant
(1992) “one’s accumulated social relationships with others,
and is defined as the sum of the resources, actual or virtual, that accrue to an individual or a group by virtue of possessing a durable network of more or less institutionalized relationships of mutual acquaintance and recognition” (p. 119) .
• Social capital in learning (Ellison, Steinfield, & Lampe, 2007; Phua & Jin, 2011; Greenhow & Burton, 2011)
• Social capital in Facebook (Wang et al., 2013) achieving better grades, higher engagement, and
greater satisfaction with the university learning experience.
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Types of social capital
• Bonding – close, personal relationship for emotional support & personal benefits
• Bridging – casual acquaintances and connections for information & analytic diversity benefits
• Maintained – online & offline relationship
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THE STUDY
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Research questions• Who are the important bridging
actors?• What are the influences of social
capital of the actors in the process of language learning?
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context• English for Specific Purposes
Business English for International Classes for Management and Accounting Program, Satya Wacana Christian University, Salatiga, Indonesia)
• Blended Learning F2F Online
• Aims/Assessments: Job search: writing a letter of application & curriculum vitae,
job interview Cross-Cultural Understanding: online discussion on business
cases Business Project – writing a proposal, presenting the proposal
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methodology• Focus on the online context• Social Network Analysis
Interaction on Facebook group NodeXL
• Computer-Mediated Discourse Analysis Transcript
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THE RESULT
S
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Who’s important?• Eigenvector + Closeness Centrality
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Who’s important?• On a closer look..
Participants TOEFL score
Course Scores
Class Rank (Pre)
Class Rank
(Post)
In-Degree
Out-Degree
Betweenness Centrality
Eigenvector Centrality
Comments Received
Comments Created
Total Comments
TMK 437 72.19 Low Low 9 13 10.18 0.07 17 38 55KR 503 73.50 Mid Low 14 6 13.52 0.07 28 8 36SD 443 82.28 Low High 10 9 6.86 0.07 24 22 46SS 417 72.52 Low Low 12 6 9.05 0.06 25 18 43ES 440 73.61 Low Low 9 8 12.74 0.06 15 11 26DH 537 79.59 High High 10 6 6.09 0.06 12 6 18
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Effects on learning• Inconclusive• But…
What abilities/skills are emphasized? Assessment methods?
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PARTICIPATION• F2F class discussions
Tangible Extrovert students Listening and Speaking abilities Short processing information – unequal footing
• Online class discussions Intangible (numbers don’t always count) Extrovert AND introvert students Reading and Writing abilities Give more time to process information, at
students’ paces – equal footing
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IN RETROSPECT
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Abilities/Skills focus• Linguistic abilities?• Other abilities?• Linguistics
Syntactic abilities Semantic abilities Pragmatics abilities Sociolinguistic abilities
• Linguistically weak students not communicative students
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benefits• More equal opportunities
Diversity in students’ learning background• Learning styles• Cognitive processes• Communication style /skills• Linguistics abilities
• Varied contexts exposure F2F vs. online
• Variety in Assessments
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Implications• Course design
Objectives of learning Skills emphasized Fair opportunities Recognition of other skills than
linguistics abilities/skills
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limitations• Limited data
Number of students Number of interactions Length of data collection
• CMDA has not been employed yet