Christina Massey English Language FellowFacebook: EL Fellow Christina
Hoang Thi Nhat TamLecturer, Faculty of Eng. Linguistics and Literature
University of Social Sciences and Humanities - HCMC
Facebook in Vietnam:
Can It Encourage Classroom Community,
Language Learning, and Academic Success?
Presentation Overview
1. Reflection and Sharing
2. Real-Life Example: Vietnamese University Context
3. Conclusions
Reflection and Sharing
1. Past Experiences
2. Impressions of Facebook
Why Facebook?
20 milliondaily users in Vietnam
Vietnamese Example
3 Facebook Groups for aWriting class
1.Language Study 3A – Friday2.Assignment – Language Study 3A3.Writing project – Language Study 3ANote: albums
3 Facebook Groups for aWriting class
1.Language Study 3A – Friday2.Assignment – Language Study 3A3.Writing project – Language Study 3ANote: albums
1 Language Study 3A – FridayFBGROUPWhat do we do there?
ANNOUNCEMENT
REMINDER
NEGOTIATION
2 Assignment – Language Study 3AWhat do we do there?
1.1 TWO compulsory weekly writing assignments
-Writing assignment in the textbook
-Writing reflection on their learning process & identity.
Peer- editing
1.2 optional challenges
- Answering the critical thinking questions after a reading text.
3 Writing project – Language Study 3AWhat do we do here?
Display learning products at the end of the course
Conclusions
Can Facebook Encourage Classroom Community, Language Learning, & Academic Success?
Encourage Classroom Community
Students became “noticeably more interactive not only online but also in face-to-face activities in the classroom.” [study at a Japanese university]
The teacher increased the frequency of communicating with students and found that being FB friends built trust and rapport. [Tam’s experience at a Vietnamese university]
Students initiated online communication, without teacher direction. For example, posting photos from class and creating class polls. [Christina’s experience at a Vietnamese university]
Encourage Language Learning
“...their interactions on Facebook outside the discussion activity were increasingly appearing in English.” [study at a Japanese university]
One student said “I think it’s useful and I can improve my English too. It can also help me to speak or write with good vocabulary and grammar. I can find the words that I want to use in communication.” [study at a Malaysian university]
A place for intensive language practice and production. For example, class discussions build fluency while compulsory assignments focus on accuracy.[Tam’s experience at a Vietnamese university]
Encourage Academic Success
The teacher can understand students’ needs, problems, strengths, weaknesses, and can adjust teaching and learning appropriately and in a timely manner. [Tam’s experience at a Vietnamese university]
Promotes 21st Century Skills such as learner autonomy, dealing positively with praise/criticism, and using digital technologies to access and create information. [our experiences]
Exposure to peers’ language products provides insights to what succeeds/fails and encourages critical self-reflection. [Tam’s experience at a Vietnamese university]
Questions? Comments?
SourcesOmar, H., Embi, M., & Yunus, M. (2012). ESL Learners’ Interaction in an Online Discussion via Facebook. Asian Social Science
ASS, 8(11), 67-74.
Promnitz-Hayashi, L. (2011). A learning success story using Facebook. Studies in Self-Access Learning Journal, 2(4), 309-316.
http://www.p21.org/about-us/p21-framework