The Benefits and Implications of Learning English through Facebook Groups

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The benefits & implications of learning language using facebook group

The benefits & implications of learning language using facebook groupNeny IsharyantiSatya Wacana Christian UniversitySalatiga, Indonesia

overviewCuriosityExperts SaidThe StudyThe ResultsIn RetrospectQ & A

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CuriosityGloCALL 2015 | Daejeon, South Korea | 13112015

Social media usage worldwide

http://www.dailymail.co.uk/sciencetech/article-2542749/Facebook-favourite-social-network-teens-beating-YouTube-Twitter.htmlGloCALL 2015 | Daejeon, South Korea | 13112015

Indonesia?

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21st century learnershttps://edtechdigest.wordpress.com/2012/08/30/trends-infographic-learn-now-lecture-later/

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Experts saidGloCALL 2015 | Daejeon, South Korea | 13112015

Language learning processFaerch & Kasper (1983) Communicative Competence: linguistics, pragmatics, sociolinguistics competenceSchieffelin & 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 centuryContexts 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 theoryLaw (2007), Fenwick & Edwards (2010), Sismondo (2010)Network language learningActor objects, subjects, human beings, machines, animals, nature, ideas, organizations, inequalities, scale and sizes, and geographical arrangementsSustained language learning

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Social capitalBordieu (1986); Putnam (1993); Bordieu & Wacquant (1992) ones 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.GloCALL 2015 | Daejeon, South Korea | 13112015

Types of social capitalBonding close, personal relationship for emotional support & personal benefitsBridging casual acquaintances and connections for information & analytic diversity benefitsMaintained online & offline relationshipGloCALL 2015 | Daejeon, South Korea | 13112015

The studyGloCALL 2015 | Daejeon, South Korea | 13112015

Research questionsWho are the important bridging actors?What are the influences of social capital of the actors in the process of language learning? GloCALL 2015 | Daejeon, South Korea | 13112015

contextEnglish for Specific Purposes Business English for International Classes for Management and Accounting Program, Satya Wacana Christian University, Salatiga, Indonesia)Blended LearningF2FOnline Aims/Assessments:Job search: writing a letter of application & curriculum vitae, job interviewCross-Cultural Understanding: online discussion on business casesBusiness Project writing a proposal, presenting the proposal

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methodologyFocus on the online contextSocial Network Analysis Interaction on Facebook groupNodeXLComputer-Mediated Discourse AnalysisTranscript

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The resultsGloCALL 2015 | Daejeon, South Korea | 13112015

Whos important?Eigenvector + Closeness Centrality

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Whos important?On a closer look..

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Effects on learningInconclusiveButWhat abilities/skills are emphasized?Assessment methods?

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PARTICIPATIONF2F class discussionsTangibleExtrovert studentsListening and Speaking abilitiesShort processing information unequal footingOnline class discussionsIntangible (numbers dont always count)Extrovert AND introvert studentsReading and Writing abilities Give more time to process information, at students paces equal footing

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In RetrospectGloCALL 2015 | Daejeon, South Korea | 13112015

Abilities/Skills focusLinguistic abilities?Other abilities?Linguistics Syntactic abilitiesSemantic abilitiesPragmatics abilitiesSociolinguistic abilitiesLinguistically weak students not communicative students

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benefitsMore equal opportunitiesDiversity in students learning backgroundLearning stylesCognitive processesCommunication style /skillsLinguistics abilitiesVaried contexts exposureF2F vs. onlineVariety in Assessments

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ImplicationsCourse designObjectives of learningSkills emphasizedFair opportunities Recognition of other skills than linguistics abilities/skillsGloCALL 2015 | Daejeon, South Korea | 13112015

limitationsLimited dataNumber of studentsNumber of interactionsLength of data collectionCMDA has not been employed yetGloCALL 2015 | Daejeon, South Korea | 13112015

Any questions?neny@staff.uksw.edu@nenyishabout.me/neny

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