Contextual language learning: Educational potential and use of social networking technology in higher education

Abstract

This study investigates the potential and use of social networking technology, specifically Facebook, to support a community of practice in an undergraduate-level classroom setting. Facebook is used as a tool with which to provide supplementary language learning materials to develop learners’ English writing skills. We adopted the technology acceptance model to examine students’ initial expectations and perceptions of, and attitudes toward the use of Facebook as a learning platform for sharing of knowledge and class experiences. Data were collected both qualitatively and quantitatively from 18 students who were enrolled in a semester-long English writing course at a public university in Taiwan. Findings indicate that Facebook provides an easy-to-use interface for learners to leverage the social networking skills that are part and parcel of their everyday world and to generate shared knowledge among each other within a small group environment. Given the fact that college-age students are already proficient with Facebook and other social media, language teachers should take advantage of that situation by incorporating Facebook into classrooms. It is also suggested that language teachers consider their expected learning objectives and outcomes while utilizing Facebook for its educational purposes and meaningfulness.