Title: Facebook in the Language Classroom: Promises and Possibilities
Journal: Article. Click HERE
Author’s name: Geraldine Blattner and Melissa Fiori
This journal article is about how online social network, that is Facebook that can become one of the successful e – learning tools in language classes in this 21st century. No doubt that Facebook is a large Social Network Communities (SNC) has become one of the fastest growing and best known sites on the Internet today (Blattner and Fiori, 2006). In this article, the researchers emphasize on how Facebook can help to instil the sense of community in language classrooms and also how this SNC able to enhance the growth of socio – pragmatic competence in language learners (Blattner and Fiori, 2006). Since Facebook was established by Zuckerberg in 2004, there is not much research conducted on the use of Facebook as one of the e – learning tools in classrooms. As for this research, the methodology that the researchers used is throughobserving and participating in one of the application in Facebook that is; Groups discussion. Basically, the Facebook users can join Groups that already exist or easily create a new ones based on their interest (Blattner and Fiori, 2006). The researchers were observing the Swiss French Language Groups discussion forums whereby the participants are from various regions of the world. Based on the observation, the findings that the researchers gather is that, the users who mostly university students have the opportunity to encounter realistic and authentic language through discussion forums associated with the same group (Blattner and Fiori, 2006).
Figure 1. Oui, je parle Suisse et alors [Yes, I speak Swiss and so what]
In the discussion above, this Swiss French group established a clear list of a few words and expressions that are further discussed by Swiss natives (Blanttner and Fiori, 2006). This provide more opportunity for the users to observe the contain language samples that are more authentic. Apart from that, this group discussion can become one of the reliable sources of pragmatic input for language as well as students are exposed to a large amount of information about conversational norms compared to textbooks.
In this article, one concept and one theory in language learning that the researchers were trying to convey to the readers. Firstly, a concept by Kasper (1997) that identified two types of activities for the language learners which is a) activities that can focuses on raising students’ pragmatic awareness and b) tasks which can provide opportunities for students to actually practice communication. Blattner and Fiori have proven that these two activities can be accomplished via Facebook (provided the students join and take part in the language group discussion). Secondly, a learning theory that originated from the Lev Vygotsky; Sociocultural Theory or also known called the school of Vygotsky. According to Kublin et al (1998) briefly state that;
"Vygotsky (1934/1986) described learning as being embedded within social events and occurring as a child interacts with people, objects, and events in the environment" (p. 287).
By joining Facebook, users are able to interact with people from various regions of the world and at the same time learn other culture. The users can observe and participate in different language group discussion forums in Facebook, where users are exposed to the authentic language interaction and also able to help in the development of socio – pragmatic awareness.
Does this research interest me? Yes, indeed. The researches are trying to situates today’s Social Network Community (SNC) can provide more than inter – personal communication but also as a way to learn. Apart from that, being in the 21st century generations, high tech tools remain important because these tools can facilitate lifelong learning (Garrison & Kanuka, 2004). In my opinion, since not much research had done regarding the impact of Facebook in language learning, this research in not that well conducted in the sense that the researchers did not have a proper group discussion forum as well as subject/sample. In this research, Blattner and Fiori only observed Swiss French Group without exact amount of subject/sample and period. Maybe what the researchers should do is that, create one group and invite a few university students to join. Then the researchers observe their socio – pragmatic awareness within two to three weeks and record the findings that the researchers get. After I have read this research, there are few implications of this research to the teaching and learning of ESL in the general and Malaysian context. According to Dillon and Walsh (1992) and Smith et. al (2000), high tech e – learning technologies require educators to adapt to a new way of communicating with students and to modify classroom methodologies. Educators can use Facebook as one of the e – learning tools in a pedagogically meaningful way instead of only using textbook that provide limited exposure to authentic conversational norms. Secondly, by using high tech tools, it can help to promote constructivist practices in which students have to collaborate (Ertmer, 2005) and most important thing is that, high tech helps to promote critical thinking and more students – centred. Lastly, SNC provides more opportunities for the learners to learn authentic second language (L2) via wide interaction.
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