The Role of Social Networking Sites for Language Learning in UK Higher Education: The Views of Learners and Practitioners
Billy Brick, Coventry University, United Kingdom
IJCALLT Volume 2, Number 3, ISSN 2155-7098 Publisher: IGI Global
This paper seeks to assess the potential for Social Networking Sites (SNSs) to play a role in language learning in the UK Higher Education (HE) sector. These sites are characterised by certain features including learning materials, synchronous and asynchronous video and text chat facilities, a peer review feature, and some sites also incorporate an award system, in the form of points (http://www.livemocha.com) or ‘berries’ (http://www.busuu.com). This serves to motivate participants by rewarding them for their progress and for their peer review activities. In order to consider if, or how, to integrate SNSs into the UK HE curriculum it is important to consider the views of practitioners and learners towards such sites and whether they consider them to have a potential role in HE language education. The paper will report on the outcomes of two small research projects which have sought to establish the view of both practitioners and students towards SNSs in the HE context. When considered overall the practitioners were more positive about the site than the learners.
Brick, B. (2012). The Role of Social Networking Sites for Language Learning in UK Higher Education: The Views of Learners and Practitioners. International Journal of Computer-Assisted Language Learning and Teaching, 2(3), 35-53. IGI Global.