scholarly journals Social Networking Sites and Language Learning

2012 ◽  
pp. 90-103
Author(s):  
Billy Brick
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
Native Speakers ◽  
Word List ◽  
Social Networking Site ◽  
Ease Of Use ◽  
Target Language ◽  
Future Success ◽  
The Social

This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list” based language learning materials and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

scholarly journals Learning Languages via Social Networking Sites

2014 ◽  
pp. 1-16
Author(s):  
Billy Brick
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
Native Speakers ◽  
Word List ◽  
Social Networking Site ◽  
Ease Of Use ◽  
Target Language ◽  
Future Success ◽  
The Social

This chapter reports on a study of seven learners who logged their experiences on the language learning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list”-based language learning materials, and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

scholarly journals Social Networking Sites and Language Learning

2011 ◽  
Vol 2 (3) ◽  
pp. 18-31 ◽  
Author(s):  
Billy Brick
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
Native Speakers ◽  
Word List ◽  
Social Networking Site ◽  
Ease Of Use ◽  
Target Language ◽  
Future Success ◽  
The Social

This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list” based language learning materials and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

scholarly journals Learning Languages via Social Networking Sites

2014 ◽  
pp. 763-778
Author(s):  
Billy Brick
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
Native Speakers ◽  
Word List ◽  
Social Networking Site ◽  
Ease Of Use ◽  
Target Language ◽  
Future Success ◽  
The Social

This chapter reports on a study of seven learners who logged their experiences on the language learning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list”-based language learning materials, and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

Facebook as an Educational Environment for Mathematics Learning

2014 ◽  
pp. 171-190
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

Information Disclosure on Social Networking Sites

2019 ◽  
pp. 91-110 ◽  
Author(s):  
Clare Doherty ◽  
Michael Lang ◽  
James Deane ◽  
Regina Connor
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Perceived Risk ◽  
Information Disclosure ◽  
Strong Support ◽  
Legal Protection ◽  
Social Networking Site ◽  
Risk Propensity ◽  
Proposed Model ◽  
The Social

This chapter explores how six constructs—control, trust, perceived risk, risk propensity, perceived legal protection, and privacy disposition—affect information disclosure on the Social Networking Site (SNS) Facebook. Building upon previous related work, an extended causal model of disclosure behaviour is proposed. The hypothesised relationships in this model were tested using survey data collected from 278 social networking site users in Ireland. The results of the analysis provide strong support for the proposed model.

Social networking sites and customers’ attitude towards advertisements

2019 ◽  
Vol 13 (4) ◽  
pp. 477-491 ◽  
Author(s):  
Kaustav Mukherjee ◽  
Neelotpaul Banerjee
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Social Networking Sites ◽  
Purchase Intention ◽  
Positive Attitude ◽  
Social Networking Site ◽  
Customer Engagement ◽  
Content Type ◽  
The Social ◽  
The Impact

Purpose The study aims to demonstrate the impact of social media users’ positive attitude towards the social networking sites (SNS) on the generation of a positive attitude towards social networking advertisements (SNA). A favourable attitude towards the SNA thus generated can positively influence brand attitude and purchase intention. Design/methodology/approach An online survey was conducted to collect relevant data using a structured questionnaire. Structural equation modelling was conducted using the statistical software AMOS 18. Findings Empirical analysis revealed the importance of brand advertisements on the social networks in inciting a positive attitude as well as a purchase intention for the brand in the SNS users’ minds. Research limitations/implications The study has been conducted in the Indian context using Facebook as a model social networking site. Practical implications Social media being one of the most popular and user-friendly platforms for regular communications, marketers are suggested to allocate a sizeable share of the advertising budget for social media advertisements and customer engagement so as to help build a positive attitude towards the advertised brand in the SNS users’ minds. Originality/value To the best of the authors’ knowledge, the impact of users’ positive evaluation of SNS as an effective communication medium, on the generation of a positive attitude towards the SNA, has been dealt for the first time here.

Trust in E-Commerce

2011 ◽  
Vol 3 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Fahri Unsal ◽  
Kurt Komaromi ◽  
G. Scott Erickson
Keyword(s):  
Social Networking ◽  
Technology Acceptance ◽  
Social Networking Sites ◽  
Social Networking Site ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Explanatory Factors ◽  
Acceptance Model ◽  
Security Value ◽  
Institutional Credibility

E-Commerce’s virtuality poses questions concerning trust between buyer and seller. Web 2.0 formats have provided new complications for these questions. Companies are creating more social networking sites, experimenting with ways to use such networks for marketing purposes. This paper explores the issue of trust in social networking site transactions vs. those at more established e-commerce sites. The authors apply the Technology Acceptance Model (TAM) to assess the level of trust in different types of e-commerce sites. TAM measures trust along several dimensions and includes potential explanatory factors, such as ease of use, perceived usefulness, search and research capabilities, security, value of product recommendations, and value of customer reviews. The authors directed the respondents to assess amazon.com, Facebook, and eBay—sites with different levels of institutional credibility and social networking affiliations. The data suggest definite differences exist between the sites, perhaps explained by institutional credibility and social networking.

Social Networking Sites and Critical Language Learning

2009 ◽  
pp. 237-258 ◽  
Author(s):  
Andy Halvorsen
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Identity Formation ◽  
Language Learners ◽  
Critical Literacy ◽  
Social Networking Sites ◽  
Second Language Learners ◽  
Social Networking Site ◽  
Japanese Learners Of English ◽  
Japanese Learners

This chapter looks at the potential use of Social Networking Sites (SNSs) for educators and second language learners. It views SNSs broadly through the lens of Critical Language Learning (CLL) and looks at specific issues of identity formation, student empowerment, learner autonomy, and critical literacy as they relate to the use of SNSs. This chapter also reports the results of an initial project to make use of the MySpace social networking site for Japanese learners of English. It is hoped that this chapter will raise awareness of some of the complex issues surrounding the use of SNSs by language learners and that it will lead to further research and consideration of these issues.

Facebook as an Educational Environment for Mathematics Learning

2015 ◽  
pp. 143-162 ◽  
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

Trust in E-Commerce

2013 ◽  
pp. 44-57
Author(s):  
Fahri Unsal ◽  
Kurt Komaromi ◽  
G. Scott Erickson
Keyword(s):  
Social Networking ◽  
Technology Acceptance ◽  
Social Networking Sites ◽  
Social Networking Site ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Explanatory Factors ◽  
Acceptance Model ◽  
Security Value ◽  
Institutional Credibility

E-Commerce’s virtuality poses questions concerning trust between buyer and seller. Web 2.0 formats have provided new complications for these questions. Companies are creating more social networking sites, experimenting with ways to use such networks for marketing purposes. This paper explores the issue of trust in social networking site transactions vs. those at more established e-commerce sites. The authors apply the Technology Acceptance Model (TAM) to assess the level of trust in different types of e-commerce sites. TAM measures trust along several dimensions and includes potential explanatory factors, such as ease of use, perceived usefulness, search and research capabilities, security, value of product recommendations, and value of customer reviews. The authors directed the respondents to assess amazon.com, Facebook, and eBay—sites with different levels of institutional credibility and social networking affiliations. The data suggest definite differences exist between the sites, perhaps explained by institutional credibility and social networking.

Sign in / Sign up

Export Citation Format

Share Document