Student engagement and foreign language learning through online social networks

Effective foreign language learning requires students to be engaged and to interact with the teacher and peer students in the target language during class. How can this be achieved effectively when the course is suddenly moved online? This chapter reports on the implementation of a Business French course in a business school in Norway using the flipped classroom method online during COVID-19. The author designed the course focusing on two key elements: fostering student engagement and creating a space for oral practise. Several measures were implemented: grammar and vocabulary lessons were moved out of class time, classes were synchronous and not recorded with activities in breakout rooms, and digital lunches were held to build a sense of community. The chapter provides an empirical case of course adaptation and draws on this experience to offer some recommendations that other foreign language teachers can use to implement an engaging course online.

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Opportunities for Foreign Language Learning and Use within a Learner's Informal Social Networks

Mind Culture and Activity ◽

10.1080/10749030903402032 ◽

2010 ◽

Vol 17 (4) ◽

pp. 382-396 ◽

Cited By ~ 12

Author(s):

Naomi Kurata

Keyword(s):

Social Networks ◽

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Informal Social Networks

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Foreign Language Learning and Use : Interaction in Informal Social Networks

10.5040/9781474212212 ◽

2011 ◽

Keyword(s):

Social Networks ◽

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Informal Social Networks

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USING EDUCATIONAL WEBSITES AND MOBILE APPS IN A FOREIGN LANGUAGE TEACHING PROCESS AT NON-LANGUAGE FACULTIES OF THE UNIVERSITY

Bulletin Series of Physics & Mathematical Sciences ◽

10.51889/2020-2.1728-7901.41 ◽

2020 ◽

Vol 70 (2) ◽

pp. 257-263

Author(s):

S.T. Nakesheva ◽

Keyword(s):

Social Networks ◽

Foreign Language ◽

Language Learning ◽

Mobile Apps ◽

Foreign Language Learning ◽

Educational Process ◽

Active User ◽

Wide Range ◽

Grammatical Skills ◽

The Right

The article discusses the possibilities of using educational resources of the Internet and social networks as assistants for students in the study of a foreign language at university. The current generation of students is an active user of various gadgets, social networks, digital technologies. However, the use of tools for leisure-time differs significantly from their use for training. The right choice of means of instruction contributes to the achievement of foreign language learning objectives, optimizes and influences the quality of the learning process. The author provides examples of the use of Internet resources in the educational process in traditional classes and online activities. An overview of the most frequently used sites and mobile applications with a wide range of exercises, authentic material, contributing to the formation and improvement of lexical and grammatical skills was presented.

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Using Social Networks to Promote Collaboration and Leadership in Foreign Language Learning

Studies in Self-Access Learning Journal ◽

10.37237/080403 ◽

2017 ◽

pp. 305-322

Author(s):

Micòl Beseghi

Keyword(s):

Social Networks ◽

Leadership Development ◽

Foreign Language ◽

Language Learning ◽

Learning Community ◽

Language Learners ◽

Social Networking Sites ◽

Learning Experience ◽

Foreign Language Learning ◽

Learning Collaborative

The importance of using Web 2.0 tools such as social networking sites to enhance the learning experience has been increasingly recognised in the literature (Blake, 2013; Blattner & Lomicka, 2012; Blattner & Fiori, 2009; Lomicka & Lord, 2009; Mazer et al, 2007; Mynard, 2011; Peeters, 2015). Social networks foster autonomous learning, encourage student motivation and increase their social relationships (Promnitz-Hayashi, 2011). This article discusses how the use of Facebook can promote not only a sense of community of learners but also leadership development in language learners. Through the creation of an online learning community of practice and the use of Facebook groups, students’ interactions and interventions were analysed in order to explore the relationship between social networks, foreign language learning, collaborative learning and leadership development in a university context.

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Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

Journal of Critical Studies in Language and Literature ◽

10.46809/jcsll.v1i1.3 ◽

2020 ◽

Vol 1 (1) ◽

pp. 22-34

Author(s):

Fateme Jamshidian, Hadi Salehi

Keyword(s):

Social Networks ◽

Social Media ◽

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Foreign Language Learning ◽

Information And Communication ◽

Media Types ◽

Language Teaching And Learning

This review sets out to summarize studies that consist of research-based evidence indicating the effect of social media on language teaching and learning .We probed Information and Communication Technology (ICT), social media, different social networks, and language teaching and learning in academic databases such as ERIC, Springer, Taylor and Francis, Sciencedirect, ProQuest, Elsevier, Scopus, Wiley, and Google Scholar. From 350 studies related to the effects of ICT and social networks on language teaching and learning in the literature, 9o Iranian and international core papers were reviewed. This meticulous review showed that SNSs positively influence the process of the teaching and learning foreign language.

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