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Social Networking for Language Education

  • Book
  • © 2013

Overview

Editors:
  1. Marie-Noëlle Lamy

    1. The Open University, UK

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    You can also search for this editor in PubMed   Google Scholar

  2. Katerina Zourou

    1. Sør-Trøndelag University College, Trondheim, Norway

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: New Language Learning and Teaching Environments (NLLTE)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction

    1. Introduction

      • Katerina Zourou, Marie-Noëlle Lamy
      Pages 1-7

  3. The Wider Ecology of Language Learning with SNS

    1. Front Matter

      Pages 9-9
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    2. An Ecological Analysis of Social Networking Site-Mediated Identity Development

      • Jonathon Reinhardt, Hsin-I Chen
      Pages 11-30

    3. Architecture Students’ Appropriation of Avatars — Relationships between Avatar Identity and L2 Verbal Participation and Interaction

      • Ciara R. Wigham, Thierry Chanier
      Pages 31-55

    4. Online Reading Groups and Network Dynamics

      • Chris Lima, Marie-Noëlle Lamy
      Pages 56-73

  5. Learning Benefits and Challenges

    1. Front Matter

      Pages 135-135
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    2. A Study of the Use of Social Network Sites for Language Learning by University ESL Students

      • Min Liu, Matthew K. Evans, Elaine Horwitz, Sunjung Lee, Monica McCrory, Jeong-Bin Park et al.
      Pages 137-157

    3. Online and Offsite: Student-Driven Development of the Taiwan-France Telecollaborative Project Beyond These Walls

      • Meei-Ling Liaw, Kathryn English
      Pages 158-176

    4. Formative Assessment within Social Network Sites for Language Learning

      • Paul Gruba, Cameron Clark
      Pages 177-193

  6. Overview

    1. Front Matter

      Pages 195-195
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    2. Social Media-Based Language Learning: Insights from Research and Practice

      • Marie-Noëlle Lamy, François Mangenot
      Pages 197-213

  7. Back Matter

    Pages 214-237
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Keywords

About this book

Social networking is now one of the ways in which anyone can set out to learn or improve their language skills. This collection brings together different sets of learning experiences and shows that success depends on the wider environment of the learner, the kind of activity the learner engages in and the type of learning priorities he or she has.

Reviews

'This collection is an invaluable source of empirical studies for researchers, teachers, and graduate students interested in using social networking tools in language learning and teaching. Thus, the book will be of utmost value for those in search not only of studies that will inform them about recent literature but also of empirical investigations that can be used as a model for future studies.' - Linguist

Editors and Affiliations

  • The Open University, UK

    Marie-Noëlle Lamy

  • Sør-Trøndelag University College, Trondheim, Norway

    Katerina Zourou

About the editors

Thierry Chanier, Université Blaise Pascal, Clermont-Ferrand, France Hsin-I Chen, Tunghai University, Taiwan Cameron Clark, British Council in Singapore Kathryn English, Université Panthéon Assas, Paris II, and the Ecole Polytechnique, France Mathew Evans, University of Texas at Austin, USA Elaine K. Horwitz, University of Texas at Austin, USA Carolin Fuchs, Columbia University, New York, USA Paul Gruba, University of Melbourne, Australia Richard Harrison, Kobe University, Japan Marie-Noëlle Lamy, Open University, UK Sunjung Lee, University of Texas at Austin, USA Meei-Ling Liaw, National Taichung University, Taiwan Chris Lima, Open University, UK Min Liu, University of Texas at Austin, USA. Mathieu Loiseau, LIRIS laboratory in Lyon, France François Mangenot, Grenoble 3 University, France Monica McCrory, University of Texas at Austin, USA Jeong-Bin (Hannah) Park, Austin Community College, USA Claire Meadows Parrish, University of Texas at Austin, USA Jonathon Reinhardt, University of Arizona in Tucson, USA Bill Snyder, Columbia University's Japan Campus in Tokyo, Japan Ciara R. Wigham, Université Blaise Pascal, Clermont-Ferrand, France Katerina Zourou, University of Luxembourg

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