Abstract
This article offers a conceptual framework for social media applications that provides efficient support for a daily informal language learning experience. It proposes the multiple lenses of sociocultural theories as conceptual and interpretive tools, to capture the complexity and the fine-grained types of activities of these learner-users’ sociocultural experiences in informal English as a Second Language learning via social media at residential college of Malaysian universities. These theories focus not only on the development of individual language learner’s cognitive development but also on the overall development of learners. The proposed framework provides forward technology support for the successful design of the future language informal learning.
Highlights
In line with the Malaysian Government’s Vision 2020 for education transformation, skills in technology using English have been foregrounded across Malaysian education institutions (Wan, 2013)
Residential college is increasingly recognised as an authentic environment for informal learning of English as a Second Language that empowers university students to discover knowledge and participate more effectively in daily life
Informal learning takes place through the activities that initiated by learners in informal settings that result in the development of their English knowledge and skills (Wan, 2013)
Summary
In line with the Malaysian Government’s Vision 2020 for education transformation, skills in technology using English have been foregrounded across Malaysian education institutions (Wan, 2013). Residential college is increasingly recognised as an authentic environment for informal learning of English as a Second Language that empowers university students to discover knowledge and participate more effectively in daily life. Informal learning takes place through the activities that initiated by learners (through self-guidance) in informal settings that result in the development of their English knowledge and skills (Wan, 2013). Learners may empower their daily language learning through the use of a variety of social media widgets, such as Facebook, YouTube, Wikis, and blogs (Wan, Prain, & Collet, 2014). The writer proposes on the theoretical appropriateness for Malaysian learners’ practical application of emerging social media tools in their informal English as a second language learning, using activity theory frameworks
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
