Educational Social Media Tools: Promoting Student Investment and Language Identity in the Midst of Digital Surveillance

Autor/in	Barnes, Melissa
Titel	Educational Social Media Tools: Promoting Student Investment and Language Identity in the Midst of Digital Surveillance
Quelle	In: Australian Journal of Applied Linguistics, 2 (2019) 2, S.47-60 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Social Media; Social Capital; Self Concept; High School Students; English (Second Language); Second Language Learning; Foreign Countries; Educational Technology; Ethics; Privacy; Information Security; Foreign Students; Exchange Programs; Student Attitudes; Educational Experience; Computer Software; Peer Relationship; Asians; Self Efficacy; Academic Achievement; Australia; Japan + Suchen Sie Ihr Suchwort? Soziale Medien; Sozialkapital; Selbstkonzept; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Unterrichtsmedien; Ethik; Privatsphäre; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Schülerverhalten; Bildungserfahrung; Peer-Beziehungen; Asian; Asiat; Asiatin; Asiaten; Asiate; Self-efficacy; Selbstwirksamkeit; Schulleistung; Australien
Abstract	There is increasing interest in how educational technologies can be used to promote and create meaningful learning opportunities and, more specifically, how social media tools can be harnessed to encourage language learning through online interactions. Educational social media tools, however, thrust student learning from a private space into a public one and raise ethical concerns regarding digital surveillance. Drawing from Norton's (2013) conceptualisation of language investment and identity and Bourdieu's (1990) thinking tools of habitus and field, this paper explores the attitudes and experiences of 30 Japanese exchange students studying at a high school in Australia, as they engage with the educational social media platform, Edmodo. This action research study aimed to encourage language investment by providing an online space for students to develop their English language identities in and amongst their Japanese peers. However, this study found that many of the participating students resisted and/or disliked using Edmodo because they felt restricted by the platform, highlighting the need for students to have a sense of autonomy in the midst of teacher control and surveillance. Additionally, this study reveals that the students who engaged regularly, and without the prompting of the teacher, were students who were academically stronger, suggesting that students' self-efficacy is closely linked to language investment and the willingness to develop their language identity. (As Provided).
Anmerkungen	Castledown Publishers. 16 Church Street, Cremome, Melbourne, Victoria, 3121, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown-publishers.com.au; Web site: https://castledown-publishers.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01