Becka Barker

University of Calgary

603.02 L02

Spring 2010

• English language conversation course at a Korean university

• mandatory course for graduation, usually taken in the sophomore year

• many instructors starting to explore potential of ‘blended learning’ in EFL

• many years of academic study, but production skills are generally poor

• many instructors starting to explore potential of ‘blended learning’ in EFL

potential of using authentic social networking tools for language learning

• many years of academic study, but production skills are generally poor

Bax (2003) believes CALL will move toward ‘normalisation’ where technologies are fully-integrated

Warschauer (1998) illustrates importance and primacy of the social context in how computer-based online tools; peer-learning, increased motivation, and development of new literacy skills result

Williamson and DeSouza (2002) see online message boards as culturally-neutral spaces where learners of different cultural backgrounds can negotiate and have acknowledged different pedagogical and learning styles

Computer-Assisted Language Learning (CALL)

Halliday (1994) distinguishes “instances of linguistic interaction in which people actually engage” (p. 24) as texts, centralizing meaning as the main concern for language learning

Systemic Functional Linguistics and Multiliteracies

Duncum (2004) asserts that multimodality of visual and ICT media have a positive impact on learners’ abilities to express themselves.

Unsworth (2006) points to multimodality as the root for the expansion of our notion of what constitutes literacy, and points out the importance of developing a critical awareness of the meanings they communicate online.

Fellner and Apple (2006) measured lexical complexity as a function of frequency in words used in blogging; exploring blogging as an authentic task for English language learners (ELLs)

Previous Research Exploring Social Networking in Language Learning

Hanna and de Nooy (2003) did a case study describing French language learners’ use of electronic discussion boards for communicative language practice, noting an emphasis on cultural considerations in the online communication environment.

Lam (2000) argues that L2 identity investment is important toward developing fluency through a case study of an ELL’s creation and maintenance of an online persona