The purpose of the research study was to find out whether social networks could be used to enhance learning in a university academic skills course, primarily designed to help first-year students learn to write academically in English. One of the reasons for believing there to be some potential advantages in such an approach was that there was already research literature on Blog Assisted Language Learning (BALL) indicating that online blogs could be used to effectively promote student writing skills (Ward 2005). Most social networks offer the functions of a blog but have a more social character being shared by a number of users, as the name implies, which would seem to make them suitable for use with a class group of freshman students. More importantly, several social network providers give the option of creating a closed network which is only visible and therefore accessible to the members, thus providing students with security and helping to make them feel more confident when
‘publishing’ their work.
The intention was primarily to use the networks to ‘publish’ students’ writing and to encourage them to write for each other and respond to each other’s writing. It was also anticipated that the networks could have a positive effect on student motivation and group coherence.
4.1 Research method
This was an exploratory, small scale piece of participatory action research (Crookes 1993) intended to help the teacher gain a better understanding of the teaching and learning process through observation and experience and therefore to increase its efficacy (Cohen, Manion and Morrison 2007). It was done over the first semester of two consecutive academic years involving six classes altogether. Every class was an academic skills class for first-year students at Eötvös Loránd University.
In each class the students were told that part of the course would be conducted online by using a closed social network2, a technique known as blended learning. Initially the network was used for distributing materials used in lessons, such as handouts and readings, as well as keeping students informed of homework assignments, and later on students had to post their redrafted versions of writing assignments on the network blog. Students were also encouraged to take part in forum discussions and to share their own pictures and videos. A first task was to write a profile of themselves for their profile page and to upload their picture.
Once they had begun to post work they were invited to leave comments for each other on their writing.
2 In the first year a Ning network was used and in the second year a mixxt network was used. The reason for the change was that Ning networks were no longer free. Both types of network offered very similar functions – text boxes, blogs, forums, live chat, and the ability to upload documents, pictures, and videos. In addition hyperlinks could be inserted into written texts.
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At the end of the semester all students were asked to fill in a short open questionnaire asking about their experiences and opinions of using the network. Out of 70 students, 63 completed the questionnaire. The answers were grouped into categories which were then described (Dörnyei 2003). The questions were as follows:
1. Please tell me briefly about your experience of using this social network.
2. For you, what advantages are there in using a social network? (If you don't think there are any, then please say so.)
3. For you, what disadvantages are there in using a social network? (If you don't think there are any, then please say so.)
4. How do you feel about writing something in a network blog?
5. How do you feel about sharing pieces of writing on the network that you have already done a draft of for the teacher?
6. Would you like to use a social network for future classes?
7. Would you mind if I showed something that you have written on this network during my talk?
4.2 Results
The most striking result was the extremely positive general attitude that the students seemed to have about using social networks. All 63 students who completed the questionnaires said that they would like to use a social network again in future classes (Question 6) and in answer to the first question about their general experience, 59 students said it had been useful or positive, while only two reported having problems (both of them said they had found it difficult to work out how to use the blog function). Interestingly, although all the students were familiar with Facebook, the world’s most prominent social network, five of them said that using a social network was new for them. This seems to indicate that they did not regard the class network in the same way as their Facebook activities, quite probably because the class network was being used primarily as a learning tool.
When it came to listing advantages and disadvantages, the picture was again positive, as there were far more of the former mentioned than the latter. Thirty-seven students said there were no disadvantages, while nine did not give an answer. Of the remaining 17, the disadvantages mentioned were not having Internet access, disadvantages with networks generally, not being able to check the network regularly, having to learn how to use it, not knowing what to upload, the feeling that it takes more time, and not receiving notifications of the latest actions. Some of these complaints do accurately reflect procedural difficulties with using online networks. It is also interesting that Internet access is a factor for some university students indicating the problems of unequal access (this is often because students are away from home and do not have their own computer). However, having a class network does at least encourage such students to spend time online and develop their Web-skills even if it is more difficult for them because they have to get access through university computers or by some other means.
The advantages listed were far more numerous than the disadvantages, as can be seen in Table 1, below. Broadly speaking, these advantages can be grouped into procedural advantages to do with the running of the course, social advantages to do with group relationships and identity, motivational advantages and specific learning advantages to do with the students writing. There may also be unstated advantages to do with learning how to use digital tools, and indeed some of the answers about students’ general experience of using
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the network suggest as much, as did the comment about the multifunctional nature of the network: “A network is multifunctional so we experience how to write a blog, etc.” (4E)3. Table 1: The advantages of using a social network mentioned by students
Advantages of using a social network Number of students who mentioned it Checking Homework/Getting info about the course
Reading/commenting on/sharing each other’s work Keeping in contact with the other students
Getting to know the others Sharing pictures, videos, music
Interesting/fun/creates a good atmosphere Useful for getting materials and handouts Saves printing/time/energy
Practicing English Privacy – no outsiders It’s multifunctional
44 32 30 18 15 15 11 4 3 2 1
The procedural advantages, such as being able to download materials and keep up to date with homework and information about the course, may seem to be the least interesting.
However, in the present economic environment when state education budgets are under great strain, a blended learning approach allows much of the routine procedures of a course to be shifted to the online environment, thus allowing limited classroom time to be used for more valuable interactions and discussion. It also puts more responsibility on the individual learner for taking control of their own learning, an important characteristic of autonomous learners.
Autonomy is now widely seen as a highly desirable learner characteristic in today’s educational and employment environment (Benson 2001).
The social advantages seem to give a clear indication that networks help to build cohesive groups with multiple links between members. Several comments pointed towards this: “I think, using Ning was a very good idea, because it is useful. It's a good way to keep the group together and getting to know each other by giving a site which only we (registered members) can use” (1H); “I think it is also great fun to watch the videos members upload. It also gives me the feeling that I belong to a cheerful and active group” (3D). The importance of having a pleasant group atmosphere in the language classroom is well attested in the literature on group dynamics: “A cohesive group has a more pleasant atmosphere than a non-cohesive class, but non-cohesiveness is not just about feeling good. Past research has consistently revealed a positive relationship between group cohesiveness and performance” (Dörnyei and Murphey 2003, 65).
Motivational advantages and specific learning advantages to do with students’ writing overlap somewhat since several of the comments referring to motivation were to do with being able to read other students’ work. The following is a typical example:
I find it is useful, as I can compare my piece of writing to what others have written. I can learn from their mistakes and according to what they have written, I can increase the quality of my writing. If I see someone has written something very good I get jealous – that motivates me and makes me write something better :):) (5J)
3 All data excerpts are coded according to the number of the class and the letter assigned to each student, thus assuring anonymity.
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Students also felt that putting their writing on a blog was a spur for them to make it as good as they could: “If I write an essay or something else in a blog, I feel the writing has to contain some worthy ideas or opinions, because people will read it” (4B) and “You feel that you must write some good thing to the network” (2F). These comments seem to back up the social constructivist theory of learning of Vygotsky (1978), which sees learning as the transformation of social interaction into personal action. They also fit with more recent social learning theories, such as Lave and Wenger’s (1991) theory of situated learning. In effect the network forms a community of practice which allows the students to begin their enculturation into academic discourse through what Lave and Wenger refer to as ‘legitimate peripheral participation’.