Social Media-Based Language Learning: Insights from Research and Practice
Abstract
This chapter brings a synoptic perspective to the volume and draws out questions that emerge from the work as being important for future research into online networking and language education. In the chapter we approach these first from a research perspective (types of research, themes explored and data collection issues), then from the perspective of design and pedagogy (mediation revisited, types of networking and community building, forms of interaction and genres and finally formal and informal learning). These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Lamy and Mangenot (2013) identified two particular foci that emerged from the empirical work on language social networks: identity and community building.
“Lamy and Mangenot (2013) identified two particular foci that emerged from the empirical work on language social networks in Lamy and Zourou's (2013) edited book: identity and community building.”
From Social Media for Informal Minority Language Learning: Exploring Welsh Learners’ Practices (2015) · cites this paper as Lamy and Mangenot (2013)
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Social Media for Informal Minority Language Learning: Exploring Welsh Learners’ Practices
Jones, A. (2015) · Journal of Interactive Media in Education · doi:10.5334/jime.ak · Cited by 26 · see citing works
“…and Alevizou’s (2010) social media typology is helpful in considering learners’ use of social media; including in its categories media sharing; conversational arenas and chat; social networking and blogging: all media that language learners are increasingly engaging with (Lamy and Zourou, 2013).”
Background
- Authors
- Lamy, M.-N., & Mangenot, F.
- Affiliations
- The Open University (GB)
- Venue
- Social Networking for Language Education
- Publisher
- Palgrave Macmillan UK
- Published
- 2013
- Pages
- 197-213
- OpenAlex
- W1515312287
- Cited by
- 17
- References
- 0
- Citations by year
- 2022: 2 · 2021: 5 · 2019: 3 · 2018: 3 · 2017: 1 · 2016: 1 · 2015: 1 · 2014: 1
- FWCI
- 3.86
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Palgrave Macmillan UK eBooks (publishedVersion)
- HAL (submittedVersion)
- Open Research Online (The Open University) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- social media, language learning, online networking, language teaching, mediation (cultural/media theory), online communities, interaction, genre, formal and informal learning, pedagogy, research design
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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