Learning Languages via Social Networking Sites

This chapter reports on a study of seven learners who logged their experiences on the language learning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list”- based language learning materials, and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed

Social Networking Sites and Language Learning

This article examines a study of seven learners who logged their experiences on the language learning socialnetworking site Livemocha over a period of three months. The features of the site are described and the likelihoodof their future success is considered. The learners were introduced to the Social Networking Site (SNS)and asked to learn a language on the site. They were positive about two aspects of the site: the immediatepeer-feedback available and the ability to converse synchronously and asynchronously with native speakersof their target language. However, there was universal criticism of the “word-list” based language learningmaterials and several participants complained about the regular cyber-flirting they encountered. Other aspectsof the site including accessibility, ease of use, syllabus, activities, and relationships with other members arealso considered. The potential for integrating some of the features of SNSs for language learning into theHigher Education (HE) curriculum and the implications of this for educators are also discussed.<br/