CoChat
Sign Up
Cited by 26Educational Technology in LearningMobile Learning in EducationEFL/ESL Teaching and Learning

Social Media for Informal Minority Language Learning: Exploring Welsh Learners’ Practices

Open access
Jones, Ann·2015·Journal of Interactive Media in Education
DOI 10.5334/jime.ak
Open this paper in CoChat — free accountOpen PDF

Abstract

Conole and Alevizou’s social media typology (Conole and Alevizou, 2010) includes amongst its ten categories: media sharing; conversational arenas and chat; social networking and blogging. These are all media with which language learners are increasingly engaging (Lamy and Zourou, 2013). Social networking tools, in particular, which encourage informal, social communication have been identified as suitable for supporting language learning and their use is growing quickly.This paper reviews research on using social media for informal language learning. It will then discuss a small qualitative case study of Welsh learners’ practices in using such resources. Welsh is a minority UK language spoken by around a fifth of the population of Wales. Unlike a majority language there is no need for English speakers in Wales to learn Welsh in order to communicate with Welsh speakers as all UK Welsh speakers are bilingual. Nevertheless there is great interest among adults in Wales and from Welsh families across the UK in learning Welsh. However there are two particular challenges: the small numbers of speakers (around 611,000), and their very uneven distribution. These two factors make it difficult for learners outside Welsh speaking “hotspots” to hear and practice Welsh.Social media has the potential to support Welsh language learning by providing resources wherever the learner is (particularly if they live in a non-Welsh speaking area or outside Wales completely) and by supporting web-based learning communities. The study reported here is concerned with the extent to which this potential is being exploited in practice. It employed interviews and a small survey to study the practices of learners at all stages of their language learning. It was found that learners used social media widely but those at different stages used social media somewhat differently, with beginners browsing to make contacts and gather information, listening to the language and watching Welsh programmes via the internet whilst some advanced learners set up practice groups, lead sub-communities and source and provide resources both on- and off-line.

AI snapshot

Written from the paper’s full text.

TL;DR

This small qualitative study of 12 Welsh learners found that all used social media for informal language learning, but practices varied by proficiency, with beginners consuming media and experienced learners building communities and resources. It concludes social media can support minority-language learning, especially when blended with offline meet-ups, though the sample limits generalizability.

Key findings

  • All 12 participants used some form of social media for learning Welsh, but what and how varied: beginners browsed to make contacts and gather information, listened to Welsh, and watched Welsh programmes online, while some advanced learners set up practice groups, led sub-communities, and sourced/provided resources on- and off-line.
  • Seven participants used SSIW (“Say Something In Welsh”), five for learning Welsh and two for teaching/support; SSIW reported 30,000 participants signed up for courses and included online courses, a forum, a weekly newsletter, an online Eisteddfod, bootcamps, and local meetings.
  • Facebook was the only social network site mentioned; 10 participants used it in everyday life, and cited group sizes included 685 members for Welsh learners in England, 335 for the Gwent group, 2344 for the SSIW group, and 817 for a Welsh Learners group. Two learners did not use Facebook.
  • Blogging was limited to few active bloggers; one experienced learner, Ann, started her blog in July 2008, last posted in October 2011, and had written 148 posts and 40,000 words.

Methods

  • Qualitative case study using interviews and a small survey with 12 learners at all stages of Welsh learning; participants were recruited at the Welsh National Eisteddfod Learners’ Area, via contacts teaching Welsh, and via two Facebook groups on learning Welsh.
  • Interviews were held face to face or more frequently by phone and lasted from around 40 to 90 minutes; interview schedules were partly based on Kukulska-Hulme and de los Arcos’s research on mobile devices for informal language learning.
  • Transcripts were scrutinized for examples of four social media categories from Conole and Alevizou’s typology—media sharing; instant messaging, conversational arenas and chat; social networks; and blogging—and use of the SSIW language learning community was also considered.

Limitations

  • The paper states it is a small study and that participants described themselves as learners, but some were now so proficient that it could be argued they do not represent learners in general; future research could focus on beginner and intermediate learners.
  • Evident from the text: the sample was 12 self-selected volunteers, so findings are not generalizable, and the data rely on interviews and a small survey rather than observation of actual social media use.
  • Evident from the text: Facebook was the only social network site mentioned by participants, limiting the study’s coverage of other social networking platforms.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.5334/jime.ak

Cites

30 of 30 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

6 of 33 cited sources checked · 5 supported · 0 flagged · accuracy not yet measured

  • Findingown data

    The use of social media by participants varies considerably.

    “All participants use social media to support their learning, but the use varies considerably.”
    • Also stated in: § Social Network Sites · plain
      “For Welsh learning their use varies considerably.”
    Quote in the paperNot a substantial claim
  • Findingnone given

    The Facebook group sites set up for local groups in England and for Welsh learners in England overall have been successful in connecting together geographically dispersed learners.

    “The Facebook group sites set up for local groups in England and for Welsh learners in England overall, have been successful in connecting together geographically dispersed learners as suggested in the introduction.”
    Quote in the paperSubstantial claim
  • Findingnone given

    The one Welsh language community site and course, SSIW, is popular.

    “The one Welsh language community site and course, SSIW, is popular and seems likely to have an impact on Welsh language learning.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Receiving Facebook posts in Welsh provides some reading practice.

    “Receiving Facebook posts in Welsh provides some reading practice and Skype is also used for conversation to support practice in speaking.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Much of this use is around listening practice.

    “Much of this use is around listening practice, but writing emails in Welsh for example, gives learners writing practice, and is a practice used to some extent even by learners who are not very experienced.”
    Quote in the paperNot a substantial claim
  • Classified as probably not a substantial claim. 57
  • May combine two claims. 42
  • The quote only partly states this claim. 3

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Web 2.0 language learning communities have Web 2.0 technical features but are quite diverse in nature.

    “As Zourou notes, such language learning communities have Web 2.0 technical features but are quite diverse in nature.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Zourou (2012) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Structured Web 2.0 language learning communities such as busuu, Babbel, and Livemocha typically include language lessons and support for communities of learners.

    “Structured spaces such as busuu (www.busuu.com)Babbel (www.bab- bel.com) and Livemocha (http://livemocha.com)typically include language lessons and support for communities of learners.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Zourou (2012) source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Research into structured Web 2.0 language communities has started, but is not yet well developed.

    “Research into such communities has started, but is not yet well developed.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Zourou, 2012 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Cunliffe and Herring (2005) suggest minority speakers can increase their languages' online presence with content that is aligned to their communities' needs and aspirations.

    “Cunliffe and Herring (2005) suggest minority speakers can increase their languages' online presence with content that is aligned to their communities' needs and aspirations.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Cunliffe and Herring (2005) source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Gaved et al. (2012) note the struggle of immigrant language learners trying to acquire the common words and phrases that they need to communicate in their target language, as well as trying to express their personal selves and develop relationships with target language speakers.

    “Gaved et al. (2012) note the struggle of immigrant language learners trying to acquire the common words and phrases that they need to communicate in their target language, as well as trying to express their personal selves and develop relationships with target language speakers.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Gaved et al. (2012) source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Most Web 2.0 language learning communities provide feedback on language learning, some of which is peer feedback.

    “Most provide feedback on language learning, some of which is peer feedback.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Zourou (2012) source

      Section 2, 'Some preliminary definitions of mainstream terms' (paragraphs 11–12), describes language-learning communities, learner and tutor roles, and language exchange, but does not say that most provide feedback or that any feedback is peer feedback. Searches for 'feedback' and peer correction found no passage in our copy addressing those points. (LLM, conf=0.70)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Findingown data

    Learners used social media widely, but learners at different stages used social media somewhat differently: beginners browsed to make contacts and gather information, listened to the language and watched Welsh programmes via the internet, whilst some advanced learners set up practice groups, led sub-communities and sourced and provided resources both on- and off-line.

    “It was found that learners used social media widely but those at different stages used social media somewhat differently, with beginners browsing to make contacts and gather information, listening to the language and watching Welsh programmes via the internet whilst some advanced learners set up practice groups, lead sub-communities and source and provide resources both on-and off-line.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    For her Welsh learning, Anna has accessed specific learning resources available free from the BBC website.

    “For her Welsh learning she has accessed specific learning resources available free from the BBC (British Broadcasting Company) website:”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Anna uses her iPad for Facebook and watching television, and playing games with her granddaughter.

    “She uses her iPad for Facebook and watching television, and playing games with her granddaughter.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Participants gave accounts of both online activities and networks, and meeting up with other learners.

    “Rather, participants gave accounts of both online activities and networks, and meeting up with other learners.”
    Quote in the paperSubstantial claim

  • The quote only partly states this claim.

    Findingown data

    Most learners use tools for sharing media and resources, for chatting and interacting with other learners, social networks and microblogging.

    “It found that most learners use tools for sharing media and resources, for chatting and interacting with other learners, social networks and microblogging.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Two learners do not use Facebook.

    “Two learners do not use Facebook (the only SNS mentioned).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Jane enjoys watching Welsh children's television with her grandchildren.

    “Jean, Sally, Sam and Anna all mention watching and enjoying Hwb whilst Jane enjoys watching Welsh children's television with her grandchildren.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Social Network Sites may have specific spaces on them dedicated to language learning, such as Facebook.

    “Social Network Sites may have specific spaces on them dedicated to language learning such as Facebook.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Anna listened to a discussion programme and understood a little bit.

    “I listened to one last night and that's quite interesting I actually understood a little bit, they were talking about weight loss and I could understand that.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Anna found children's programmes slower and using simpler language with lots of pictures, making them easier to understand.

    “I found that really quite good because it was slower and used simpler language with lots of pictures and it was easier to understand”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    Although some Welsh is used in these groups, much of the text is English so as to be accessible to beginners.

    “Although some Welsh is used in these groups, much of the text is English so as to be accessible to beginners.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Anna has a desktop computer and an iPad.

    “Anna has a desktop computer and an iPad.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingnone given

    At the low end, learners use sharing facilities to watch Welsh television programmes or films, video on YouTube or to download music, and use free resources such as those provided on the BBC website.

    “At the”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Seven participants use SSIW; five for learning Welsh and two for teaching and to support learners.

    “Seven participants use SSIW, the”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingreasoning

    Other sites within the SSIW discussion board are also well supported.

    “Other sites within the discussion board are also well supported.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Those learning and teaching with SSIW are very enthusiastic.

    “Those learning (and teaching) with SSIW are very enthusiastic.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    SSIW is a lively language learning community, with active interaction by learners and members, and a high level of engagement by the organisers/teachers.

    “SSIW is a lively language learning community, with active interaction by learners and members, and a high level of engagement by the organisers/teachers.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    All 12 participants use some kind of social media for learning Welsh, but what they use and how it is used varies considerably.

    “Table 2 shows that all participants use some kind of social media for learning Welsh but what they use and how it is used varies considerably.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Not all conversations are in Welsh: on the SSIW forums learners discuss issues and share their experience of learning Welsh and so communicate in English.

    “Not all conversations are in Welsh: on the SSIW forums learners discuss issues and share their experience of learning Welsh and so communicate in English.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). The quote only partly states this claim.

    Findingown data

    Anna watches Welsh children's television (Cyw) with her granddaughter and grandson.

    “I watch them with my granddaughter, my grandson as well now”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    More recently, as Anna's understanding of Welsh increases, she is able to broaden the range of programmes she watches.

    “More recently she has found that as her understanding of Welsh increases she is able to broaden the range of programmes she watches:”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    There are a small number of Welsh learning groups on Facebook, such as the one run by Coleg Gwent, one of five regional educational centres providing lessons and resources for adult learners.

    “For example there are a small number of Welsh learning groups on Facebook, such as the one run by Coleg Gwent (Gwent College): one of five regional educational centres providing lessons and resources for adult learners.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    There are few active bloggers.

    “There are few active bloggers, although Paul reads Welsh BBC and political blogs and finds them helpful.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    SSIW is a blended community, offering local meetings for practice, and an online Eisteddfod where learners compete in poetry and music.

    “Interestingly this is also a blended community, offering local meetings for practice, and an online”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Only the more experienced learners blogged, although a number used twitter, chat or email.

    “Which social media they used and how, varied, so for example only the more experienced learners blogged, although a number used twitter, chat or email.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims. The quote only partly states this claim.

    Findingown data

    Anna has access to Welsh TV programmes via the app 'Clic' but notes the disadvantage for learners of there being no subtitles available, whereas when watching via the website these are available.

    “She has access to Welsh TV programmes via the app”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingnone given

    At the time of writing, there are Welsh learning groups on Facebook with specific membership numbers: a group for Welsh learners in England has 685 members, the Gwent group has 335 members, a group for SSIW has 2344 members, and a group for Welsh Learners has 817 members.

    “There is also a group for Welsh learners in England which at the time of writing has 685 members (the Gwent group has 335 members, a group for SSIW (2344 members), which is discussed further below and also a group for Welsh Learners with 817 members.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Ten of the participants use social networking - Facebook - in their everyday lives.

    “Ten of the participants use social networking -Facebook -in their everyday lives.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Jim writes a Welsh blog, and blogging plays an important role for some more experienced learners.

    “Jim (Portrait 3) also writes a Welsh blog, and blogging plays an important role for some more experienced learners.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Anna downloads music, uses Facebook and watches YouTube videos.

    “She downloads music, uses Facebook and watches YouTube videos.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Jean, Sally, Sam and Anna all mention watching and enjoying Hwb.

    “Jean, Sally, Sam and Anna all mention watching and enjoying Hwb whilst Jane enjoys watching Welsh children's television with her grandchildren.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Many participants write in Welsh and some use Web 2.0 tools to support this.

    “Many participants write in Welsh and some use Web 2.0 tools to support this.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The Practising Speaking Welsh site includes 123 topics and 1698 posts.

    “This last site includes 123 topics and 1698 posts.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingreasoning

    The Coleg Gwent Welsh learning Facebook group is an open group for anyone interested in the Welsh for Adults courses run by the centre, and suggests people may want to talk about classes, day schools, summer classes, vocabulary, grammar, etc.

    “It is an open group”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Writing emails in Welsh gives learners writing practice, and is used to some extent even by learners who are not very experienced.

    “Much of this use is around listening practice, but writing emails in Welsh for example, gives learners writing practice, and is a practice used to some extent even by learners who are not very experienced.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Some learners mention listening to Welsh radio, sometimes at work in the background, especially beginners who talked about not understanding enough to be distracted, but feeling that hearing the sound and rhythm of the language was very beneficial.

    “Some learners also mention listening to Welsh radio, sometimes at work in the background, especially beginners who talked about not understanding enough to be distracted, but feeling that hearing the sound and rhythm of the language was very beneficial.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Social media has the potential to support Welsh language learning by providing resources wherever the learner is and by supporting web-based learning communities.

    “Social media has the potential to support Welsh language learning by providing resources wherever the learner is (particularly if they live in a non-Welsh speaking area or outside Wales completely) and by supporting web-based”
    • Also stated in: § Introduction · hedged
      “It is suggested therefore that social media can support learning Welsh by providing resources wherever the learner is (especially if they are in a non-Welsh speaking area) and in supporting web-based learning communities.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The small number of Welsh speakers and their very uneven distribution make it difficult for learners outside Welsh-speaking hotspots to hear and practice Welsh.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Social networking tools, which encourage informal, social communication, have been identified as suitable for supporting language learning, and their use is growing quickly.

    “Social networking tools, in particular, which encourage informal, social communication have been identified as suitable for supporting language learning and their use is growing quickly.”
    • Also stated in: § Introduction · plain
      “Social networking tools, in particular, which encourage informal, social communication have been identified as suitable for supporting language learning, and their use is growing quickly.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Lamy and Zourou, 2013 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Conole and Alevizou's social media typology includes amongst its ten categories: media sharing; conversational arenas and chat; social networking and blogging.

    “Conole and Alevizou's social media typology (Conole and Alevizou, 2010) includes amongst its ten categories: media sharing; conversational arenas and chat; social networking and blogging.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Conole and Alevizou, 2010

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Media sharing, conversational arenas and chat, and social networking and blogging are all media with which language learners are increasingly engaging.

    “These are all media with which language learners are increasingly engaging (Lamy and Zourou, 2013).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Lamy and Zourou, 2013 source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Conole and Alevizou's social media typology includes 10 categories, of which the most important for language learning are likely to be media sharing, instant messaging/conversational arenas and chat, social network sites, and blogging.

    “Conole and Alevizou's social media typology (2010) includes 10 categories where the most important for language learning are likely to be: media sharing for downloading and uploading different media objects to the Internet; instant messaging, conversational arenas and chat where users can 'post' their contributions to a topic-centred exchange as well as texting, skyping and so on; social network s”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Conole and Alevizou, 2010

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Language use online is largely determined by home use: it is an extension of everyday language.

    “Cunliffe, Morris and Prys (2013) report on findings from focus groups of 54 participants and found that language use online is largely determined by home use: it is an extension of everyday language.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Cunliffe, Morris and Prys (2013) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Stevenson and Liu (2010) found that providing a way for users to reach their learning goals was rated positively by users.

    “In an earlier study, Stevenson and Liu (2010) found, perhaps not surprisingly, that providing a way for users to reach their learning goals was rated positively by users.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Stevenson and Liu (2010) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    In Toetenel's study, the data consisted of posts, student diaries and questionnaires and researcher observation.

    “The data consisted of posts, student diaries and questionnaires and researcher observation.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Toetenel (2014) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Zourou and Loiseau (2013)'s study of the Culture section of Livemocha found that this was not very successful as an interactive space.

    “Zourou and Loiseau (2013)'s study of the Culture section of Livemocha, found that this was not very successful as an interactive space.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Zourou and Loiseau (2013) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    The desire to enter the speech community is closely related to the development of identity as a speaker of the target language.

    “The desire to enter the 'speech community' which Trosset refers to above is closely related to the development of identity as a speaker of the target language.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Toetenel (2014) emphasizes the social nature of second language learning, arguing that a communicative approach is consistent with collaborative learning and a sociocultural approach.

    “More recently Toetenel (2014) also emphasizes the social nature of second language learning, arguing that a communicative approach is consistent with collaborative learning and a sociocultural approach given that this emphasises meaning making and learning through interaction.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Toetenel (2014) source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    In Toetenel's study, a small number of students used the website outside class hours, and after the project ended, with one person using the site daily.

    “A small number of students used the website outside class hours, and after the project ended, with one person using the site daily.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Toetenel (2014) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    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.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Lamy and Mangenot (2013) source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Whilst research into minority languages and media is still scarce, the increase over the last twenty years is notable.

    “Whilst research into minority languages and media is still scarce, the increase over the last twenty years is notable.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Brown and Jongbloed (2013)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Harder (1980) described the reduced personality of the second language learner whose linguistic repertoire is limited, and the negotiation of identity that is required.

    “They refer to Harder's work (1980) on the”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Harder's work (1980)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Premisecitation

    Many aspects of language learning exist not in the cognitive processes of learners, but in the social relationships developed between the learners and the members of the speech community which they seek to enter.

    “There are many aspects of language learning that exist not in the cognitive processes of learners, but in the social relationships developed between the learners and the members of the speech community which they seek to enter.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Trosset, 1986 source

  • May combine two claims.

    Interpretationreasoning

    Although the membership numbers of Welsh learning groups on Facebook are relatively small, they are sufficient to provide a space for learners to get answers to questions or to contact other learners and share resources.

    “Although these are relatively small numbers, they are sufficient to provide a space for learners to get answers to questions or to contact other learners and share resources etc.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    In Toetenel's study, students with higher linguistic ability posted more.

    “Students with higher linguistic ability posted more.”
    • Also stated in: § Language Learning Communities · hedged
      “The data showed that it was the students with a higher linguistic ability that placed the highest number of posts, but we should note that it was a small sample.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Toetenel (2014) source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Toetenel (2014) investigated the use of SNS in a small study where she established an asynchronous online environment for English classroom language learners.

    “Recently Toetenel (2014) investigated the use of SNS in a small study where she established an asynchronous online environment for English classroom language learners.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Toetenel (2014) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Four categories of social media with the potential to support language learning were identified from Conole and Alevizou's (2010) typology: media sharing; instant messaging; conversational arenas and chat; social networks and blogging.

    “Regarding social media, four categories of social media with the potential to support language learning were identified from Conole and Alevizou's (2010) typology.These are: Media sharing; Instant messaging, Conversational arenas and chat, social networks and blogging.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Conole and Alevizou's (2010)

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Stevenson and Liu (2010) found that, unlike SNS such as Facebook, users of Livemocha were establishing new networks for the sole purpose of language learning.

    “They also found that, unlike SNS such as Facebook, users of Livemocha were establishing new networks for the sole purpose of language learning.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Stevenson and Liu (2010) source

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationnone given

    If learners are going to be able to get access to authentic experiences of minority languages via social media, the social media spaces need to be well populated.

    “Clearly, if learners are going to be able to get access to authentic experiences of minority languages via social media, the social media spaces need to be well populated.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    In Conole and Alevizou's typology, Social Network Sites are one particular category of Social Media.

    “So, in this typology, Social Network Sites are one particular category of Social Media.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Conole and Alevizou, 2010

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    In Toetenel's study, privacy was not a concern but this may have been because students knew each other and were co-located.

    “Privacy was not a concern but this may have been because students knew each other and were co-located.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Toetenel (2014) source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Cunliffe, Morris and Prys (2013) note the possibility of using the internet and electronic technology as a tool to strengthen linguistic communities and revive weakened languages by producing easily accessible content in minority languages, and providing networks of support for fluent speakers and learners alike.

    “Cunliffe, Morris and Prys (2013) note”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Cunliffe, Morris and Prys 2013 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The study's interview schedules were partly based on Kukulska-Hulme and de los Arcos's research on using mobile devices for informal language learning in order to be able to compare data.

    “The interview schedules were partly based on Kukulska-Hulme and de los Arcos's research on using mobile devices for informal language learning in order to be able to compare data (Kukulska-Hulme, 2012).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kukulska-Hulme, 2012

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Toetenel's project investigated informal language practices, focusing on the use of a SNS (Ning) to support group cohesion and peer interaction.

    “The project investigated their informal language practices, focusing on the use of a SNS (Ning) to support group cohesion and peer interaction.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Toetenel (2014) source

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationreasoning

    Such practices are likely to be relevant to other language learning, particularly minority languages with small populations of speakers who may also be geographically dispersed.

    “Such practices are likely to be relevant to other language learning, particularly minority languages with small populations of speakers who may also be geographically dispersed and could provide useful guides for learners and teachers.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Welsh learners' social media practices are transferable to other minority language learning contexts.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    SSIW is a hybrid online/offline language course and community.

    “SSIW is a hybrid online/offline language course and community.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: SSIW includes two online courses with conversation-based lessons, a forum, a weekly newsletter, an online Eisteddfod, Bootcamps, and local meetings.

  • May combine two claims.

    Interpretationreasoning

    Such sites do not support language practice, although learners who have met each other through such sites can then contact each other and practice their speaking, sometimes online.

    “Hence, such sites do not support language practice, although learners who have met each other through such sites can then contact each other and practice their speaking, sometimes online.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    In Toetenel's study, she recruited 15 students (144 posts) but 9 students mainly attended.

    “In her small study she recruited 15 students (144 posts) but 9 students mainly attended.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Toetenel (2014) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Brown and Jongbloed (2013) trace the increase in interest and research into minority languages and media more generally.

    “Brown and Jongbloed (2013) trace the increase in interest and research into minority languages and media more generally.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Brown and Jongbloed (2013)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

74 of 74

  • The paper relies on this without support.

    Welsh is a minority language spoken by around a fifth of the Welsh population, approximately 611,000 speakers.

    “Welsh is a minority UK language spoken by around a fifth of the population of Wales.”
    “The Welsh language is spoken by around a fifth of the Welsh population, approximately 611,000 speakers, and so is a minority language.”

  • The paper relies on this without support.

    There is no need for English speakers in Wales to learn Welsh in order to communicate with Welsh speakers, as all UK Welsh speakers are bilingual.

    “Unlike a majority language there is no need for English speakers in Wales to learn Welsh in order to communicate with Welsh speakers as all UK Welsh speakers are bilingual.”
    “Although it is not necessary for English speakers to learn Welsh in order to communicate as UK Welsh speakers are Welsh/English bilingual”

  • The paper relies on this without support.

    There is great interest among adults in Wales and from Welsh families across the UK in learning Welsh.

    “Nevertheless there is great interest among adults in Wales and from Welsh families across the UK in learning Welsh.”

  • The paper relies on this without support.

    The small number of Welsh speakers and their very uneven distribution make it difficult for learners outside Welsh-speaking hotspots to hear and practice Welsh.

    “However, with a small number of speakers who are widely distributed it can be difficult for learners to hear and practice Welsh.”

  • The paper relies on this without support.

    Few language learning communities include Welsh.

    “Few language learning communities include Welsh, but one community, SSIW (Say Something In Welsh) is particularly successful, with 30,000 participants having signed up for courses.”

  • The paper relies on this without support.

    SSIW is a particularly successful language learning community.

    “Few language learning communities include Welsh, but one community, SSIW (Say Something In Welsh) is particularly successful, with 30,000 participants having signed up for courses.”

  • The paper relies on this without support.

    SSIW had 30,000 participants signed up for courses.

    “with 30,000 participants having signed up for courses.”

  • The paper relies on this without support.

    SSIW includes two online courses with conversation-based lessons, a forum, a weekly newsletter, an online Eisteddfod, Bootcamps, and local meetings.

    “It includes: • Two online courses (so far) with conversation-based lessons • A forum • A weekly newsletter • An online Eisteddfod (a Welsh festival of literature, music and performance) •”

  • The paper relies on this without support.

    In social networks, expressing one's identity, developing an on-line identity and maintaining it through engaging in discussions with others is central.

    “In social networks expressing one's identity, developing an on-line identity and maintaining it through engaging in discussions with others is central.”

  • The paper relies on this without support.

    There is a paucity of empirical studies to confirm whether potential advantages of social media for learners are being realized.

    “Although there may be potential advantages for learners in using social media, there is a paucity of empirical studies to confirm whether such potential is being realized.”

  • The paper relies on this without support.

    Popularity and engagement of SSIW translate into an impact on Welsh language learning.

    “The one Welsh language community site and course, SSIW, is popular and seems likely to have an impact on Welsh language learning.”

  • The paper relies on this without support.

    Welsh learners' social media practices are transferable to other minority language learning contexts.

    “Such practices are likely to be relevant to other language learning, particularly minority languages with small populations of speakers who may also be geographically dispersed and could provide useful guides for learners and teachers.”
12 of 12

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Two different chapters are assigned the same pages

    Minor

    The references assign pages 130-145 of the same edited volume to two differently titled chapters. Both chapters cannot occupy the identical page range.

1 of 1

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Jones, A.
Affiliations
The Open University (GB)
Corresponding author
Jones, Ann
ORCID
Jones, Ann
Venue
Journal of Interactive Media in Education
Publisher
Ubiquity Press, Ltd.
Published
2015-04-10
Volume
2015
Issue
1
ISSN
1365-893X (ISSN-L)
DOI
10.5334/jime.ak
OpenAlex
W2130426849
Semantic Scholar
09db10efbf3cdc580a022b460c3a5780e6f0eff3
Cited by
26
References
26
Citations by year
2026: 2 · 2025: 1 · 2024: 1 · 2023: 3 · 2022: 2 · 2021: 3 · 2020: 6 · 2019: 2 · 2018: 2 · 2017: 4
FWCI
5.38
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Interactive Media in Education (publishedVersion, cc-by)
  • Open Research Online (The Open University) (acceptedVersion)
  • Journal of Interactive Media in Education (Open University) (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
  • Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
social media, informal language learning, minority languages, social networking, language learning communities, learner practices, online language learning

About these checks

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.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-26.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-26.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review