A Facebook Project for Japanese University Students (2): Does It Really Enhance Student Interaction, Learner Autonomy, and English Abilities?

Autor/in	Hamada, Mayumi
Titel	A Facebook Project for Japanese University Students (2): Does It Really Enhance Student Interaction, Learner Autonomy, and English Abilities?
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Networks; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; North Americans; Intercultural Communication; Program Descriptions; Teaching Methods; Student Surveys; Student Attitudes; Feedback (Response); International Educational Exchange; Learning Activities; Cultural Awareness; Asians; College Students; Personal Autonomy; Language Skills; Computer Mediated Communication; Social Media; Likert Scales; Japan; Oregon + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Schülerverhalten; Internationaler Austausch; Lernaktivität; Cultural identity; Kulturelle Identität; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Individuelle Autonomie; Language skill; Sprachkompetenz; Computerkonferenz; Soziale Medien; Likert-Skala
Abstract	Facebook is, in most countries, a very popular Social Network Service (SNS). Since the launch of its service in Japan in 2008, it has been growing rapidly. As a platform for a link to the world, Facebook can also be used effectively for language learning in English as a foreign language (EFL) environments. The purpose of this project was to investigate how Facebook can help Japanese university students to improve their English by integrating Facebook activities into English lessons, and examine whether it could facilitate student interaction and self-motivation for learning English. The Facebook project was conducted over the course of one academic year in two parts. A previous study reported on the results of the first semester (????Hamada, 2012). In the second semester, the students were given an opportunity to exchange opinions with American university students. A writing task on Facebook was assigned to both Japanese and American students every week. In this study, I will present the results of the second semester based on a survey and feedback from the students. I will also discuss how the Facebook exchange with the American students can facilitate not only the language learning of the Japanese students, but also the interactions between students and inter-cultural understanding. [For full proceedings, see ED565044.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01