"Facebook" for Informal Language Learning: Perspectives from Tertiary Language Students

Autor/in	Alm, Antonie
Titel	"Facebook" for Informal Language Learning: Perspectives from Tertiary Language Students
Quelle	In: The EUROCALL Review, 23 (2015) 2, S.3-18 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1695-2618
Schlagwörter	Social Media; Foreign Countries; Second Language Learning; Social Networks; Informal Education; Native Speakers; Questionnaires; College Students; Student Attitudes; Multilingualism; Learning Experience; Chinese; German; French; Japanese; Spanish; Language Proficiency; Likert Scales; Translation; Writing (Composition); New Zealand + Suchen Sie Ihr Suchwort? Soziale Medien; Ausland; Zweitsprachenerwerb; Social network; Soziales Netzwerk; Informelle Bildung; Nichtformale Bildung; Muttersprachler; Fragebogen; Collegestudent; Schülerverhalten; Mehrsprachigkeit; Multilingualismus; Lernerfahrung; China; Chinesen; Deutscher; Französisch; Japaner; Japanisch; Spanisch; Language skill; Language skills; Sprachkompetenz; Likert-Skala; Schreibübung; Neuseeland
Abstract	This paper investigates the use of "Facebook" for out-of-class, informal language learning. 190 New Zealand university language students (Chinese, German, French, Japanese and Spanish) completed an anonymous online questionnaire on (1) their perceptions of "Facebook" as a multilingual environment, (2) their online writing practices and (3) their views on the educational value of their experiences. Findings indicate that language students are using a range of "Facebook" features to expose themselves to the languages they study (L2) and to communicate in their L2 with native speaker "Facebook" friends. The use of the social networking site varied according to proficiency-levels of the participants (beginner, intermediate and advanced levels), strength of social ties with native speaker "Facebook" friends and personal attitudes towards the site. Learning experiences on "Facebook" were not perceived as useful for the formal language learning context which suggests the need for bridging strategies between informal and formal learning environments. (As Provided).
Anmerkungen	European Association for Computer-Assisted Language Learning (EUROCALL). EUROCALL Headquarters, School of Modern Languages, University of Ulster, Cromore Road, Coleraine BT52 1SA, Northern Ireland, UK. Tel: +34-67-943-1283; Web site: http://www.eurocall-languages.org/publications/review
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01