Transcript of University of Pennsylvania Insook Kang and Haewon Cho.
- Slide 1
- University of Pennsylvania Insook Kang and Haewon Cho
- Slide 2
- Learner Profile in the Digital Age Digital Natives (Prensky,
2001): Digital Technology and virtual worlds are integral parts of
life; they spend 30-40 % of free time online. Generation M (born in
early 1980s and late 1990s): Media savvy, Natural multi-taskers
(Vie, 2008) The Thumb Tribe: Heavy users of instant communication
technologies (Popp, 2007) Web 2.0 technologies: Both creator and
consumer of contents in new media The Millennial Generation
(Generation Y): Significant users of social network sites such as
Facebook (400 mm) and Twitter (50 mm)
http://www.upenn.edu/gazette/1107/feature3.html
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- Facebook It is a fast-growing and the most widely used social
network site (2009, www.compete.com): 400 mm users
worldwidewww.compete.com No. 1 in the most-visited sites on the web
(the 1,000 most-visited sites on the web, Google List, Google and
YouTube excluded). Hip, hot and happening site (Vander Veer, 2008)
Very high penetration rate in college: 85 % of college students use
Facebook (65 % log in daily, 85 % log in at least once a week, 93%
log in at least once a month) Facebook has become an integral part
of students lives
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- What do people do with Facebook? Facebook helps you connect and
share with the people in your life. Personal Use Linking to people:
Commenting, Chats Sharing whats going on in ones life:
Wall-posting, Status-updates Sharing information: Video/picture
uploading/exchange Community Building Group of similar interests
Discussion wall, forum Business Pages Sharing ones business and
products with Facebook users. Interacting with customers Promotion:
World-of-mouth, Facebook ads
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- Using social networking sites in teaching languages: Benefits
Exposes students to authentic and rich language inputs Provides
opportunities to learn and practice language outside of classroom
Provides individualized opportunities to communicate with peers,
instructors and native speakers Builds a sense of community,
Helpful to build a rapport between an instructor and students, and
between students Increases language learner motivation and
engagement (Mills, 2009) Promotes socio-pragmatic awareness
(Blattner and Fiori, 2009)
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- Learning honorifics using Facebook Honorification in Korean is
difficult to master since it involves multiple factors among the
interlocutors such as age, social status, relationship, and
formality, etc. Facebook is beneficial in learning Korean
honorifics for the following reasons: Meet ACTFL 5Cs communication,
culture, comparison, community, and connection To use honorifics
more in a practical setting with native speakers and peers To give
students more concrete concept of honorification provided by
profile picture id and relationships More fun by learning through
the most popular social networking community tool
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- Research Questions 1. Is Facebook useful in learning Korean
honorifics and honorific speech style in writing? 2. What are the
advantages and challenges of using Facebook? 3. What is the
students attitude toward using Facebook in Korean class?
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- Method As a part of class requirements, students interacted on
Facebook 1-2 times per week in the 2 nd semester of beginning
Korean II and advanced Korean II. Period: 1.5 months (beginning)
and 3 months (advanced) toward the end of the semester
Participants: Beginning IIAdvanced II StudentsNH: 3, H:4NH:1, H: 8
Native Speaker Participants 3 Teachers, 3 TAs at Kyunghee Univ. 9
Graduate Students at Kyunghee Univ.
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- Procedure A series of assignments/activities which focused on
different aspects of 5Cs were given to students to interact on
Facebook. Students were asked to use appropriate honorific speech
styles in their postings. Students took a pre-test on recognition
and production of honorifics (subject honorification and honorific
expressions) before they engaged in Facebook interaction. The same
post test was given to see if students knowledge on Korean
honorifics had improved in the end of the semester. A survey was
also conducted to find out students opinion on their use of
Facebook in learning Korean honorifics and in general.
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- Facebook in Korean Class: Intro Intro Session Create a new
account in Facebook Change a language setting to Korean Create a
personal profile Invite friends Provide a handout of Facebook
jargon
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- Profile (Advanced)
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- Focus on Communication: Interpersonal : wall-posting/
commenting (Beginning) feedback practice of a specific grammar
item: eg.
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- Focus on Communication: Interpersonal : Status
Update/commenting (Advanced) Wall posting/Status Update 1 time per
week 2 comments per week
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- Focus on Communication: Interpersonal - (Beginning) Making
friends with Korean teachers in Korea
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- Focus on Communication: Interpersonal - (Advanced) Making
friends with Korean students in Korea Beginning from late March
Grad students at Kyunghee University Linguistic feedback,
modeling
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- Focus on Communication: Interpretive -Final PT (Advanced) Final
project Current issues in Korea As a part of research, students
asked for NS friends inputs on their topics. Students included the
information they got from NS friends in the final PT and
paper.
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- Focus on Communication: Presentational - (Beginning) Topics: My
family, my last spring break, spring pictures etc. Read friends
postings Write at least 2 comments
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- Composition Post updated composition/short writings to NOTES
Read friends postings and write at least 2 comments Focus on
Communication: Presentational - Posting Composition to Notes
(Advanced)
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- Focus on Comparison - Video posting: Korean commercials vs.
American commercials (Advanced) Students posted their favorite
commercial to the Wall. In class, students compared Korean and
American ads and discussed similarities and differences.
- Slide 20
- Focus on Communities: Making new friends (Advanced) Making
friends with Korean students at Kyunghee Univ. and peer students in
the other class
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- Focus Connection/ Culture: - Final PT (Advanced) Final project
Current issues in Korean society As a part of research, students
asked questions of their interests to NS friends. Students included
the information they got from NS friends to the final PT and paper.
Connection to other disciplines (education, social issue, etc.)
Learn culture in current Korea
- Slide 22
- Focus Connection/ Culture: - Final Project (Advanced) Final
project Current issues in Korea Connection to other disciplines
(education, social issue, etc.) Learn up to date culture of
Korea
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- Focus on culture, comparison, and connection: Reading others
postings (Beginning)
- Slide 24
- Error Correction Beginning Korean II Individual correction in
comments In class error correction: copy and paste comments in
word.doc and correct errors in class Advanced Korean II One brief
honorific review session offered Each student was given a
collection of their writings with critical errors including
honorification errors marked. Students were asked to self-correct
errors and revise their posts. An individually customized error
correction section was added to each test.
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- Example of teacher feedback (Beginning) feedback
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- Enhancing 5Cs through Facebook Wall posting, Status-updating,
Commenting, Chatting, Image uploading Making new friends, Creating
a group Posts on the topics of current events Korean vs. American
commercials Inputs from native speakers, postings related to Korean
culture
- Slide 27
- Result In-class survey: Facebook usage- frequency
BeginningAdvanced Wall posting CommentingNotes Uploading
imagesStatus Updates, Commenting Status updatesUploading images
NotesFacebook chat
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- Result: Language Use Beginning II Honorifics were used when
addressing to instructors, native speakers, and their parents
Students used informal polite ending in comments and wall postings
Students tried plain form when chatting with classmates and wall
posting Advanced II Honorifics were used when addressing to
instructors, native speakers, and their parents The informal polite
ending was mostly used in commenting, wall posting, and status
updates. The formal polite ending was frequently used in
video/image postings on the Wall. Native speakers used both and
endings. The plain speech style ending was used in composition
postings.
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- Student Survey on Facebook use - Attention 1 Never, 2 Rarely, 3
Sometimes, 4 Frequently, 5 always
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- Student Survey on Facebook use Helpful?
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- Student Survey: what did you like about using Facebook?
Beginning Level Helped us look what modern Korean language looked
like Interaction with native Koreans Helped me use Korean in more
natural setting (outside of classroom) Adding pictures and
commenting on them. Advanced Level A good way to interact with
others An opportunity to practice writing and learn about other
students perspectives More practical language usage in more natural
setting Easily accessible Liked working at other peoples
photos.
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- Student Survey: What did you like least about using facebook?
Beginning Level Hard to keep up with more than one post per week.
Difficult to look up words to form responses Unable to navigate
Typing Advanced Level Difficult to think of creative things to say
on my wall Quite a hassle, forced interaction with people Hard to
maintain, confusing Forgot to check the Korean one because of the
English one
- Slide 33
- Acquisition of honorific expressions and ( ) - Pre-test and
Post-test result (Total) 58.1 69.5 62.6 69.3 11.4 pt 6.7 pt Beg
Adv
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- 20.7 pt 2.6 pt 8.8 pt 5.8 pt Acquisition of honorific
expressions and ( ) - Pre-test and Post-test result (Recognition
vs. Production)
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- Pre-test and Post-test result: - Discussion Beginning level
students paid more attention to honorific usage while advanced
level students paid more attention to grammatical accuracy Overall,
beginning level students seemed to have more positive attitude
toward the effectiveness of Facebook use in improving their
knowledge on honorifics and accuracy on grammar. Students post test
scores on honorifics increased in both levels(11.4 points for
beginning, 6.7 points for advanced). Especially, the recognition
score was significantly improved by 20.7 points in the beginning
level which had on-going honorific practices in class. While only
one honorific review session was provided, there were increases in
the post test scores in both recognition (8.8) and production (5.8)
scores in advanced II learners.
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- Discussion: Using Facebook - Benefits To teach honorifics and
honorific speech styles Provides authentic contexts, gives more
practicality Receives authentic inputs from native speakers
(modeling) Supplements classroom instructions Helpful to improve
students pragmatic competence Makes learning more exciting,
dynamic, and engaging Provides more effective error correction for
beginning class Other benefits Provides challenges: I + 1 (new
vocabulary items and structures) Provides a sense of community
Fosters students creativity Helpful for students to practice both
informal and formal languages Helpful for students to learn how
Korean people actually interact on the social networking media
Provides real time language and culture of current Korea
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- Discussion: Using Facebook - Challenges to teach honorifics and
honorific speech styles Error correction Requires instructors
intervention Difficult to create an activity which includes
honorifics Some students tend to avoid using difficult structures
and honorifics. Need a detailed guidelines, reminder Somewhat
artificial Other issues Privacy issues: digital personal space
Conflict between English and Korean Facebooks
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- Implications/Suggestions Facebook offers students the
opportunities to model and practice Korean honorification and thus
is helpful to improve their pragmatic competence. The use of
Facebook possibly increases students motivation to learn due to its
authenticity and entertaining nature. Facebook activities should be
well designed to meet students and curriculum needs (5 Cs). Precise
guidelines including appropriate frequency of participation and
supervision are required. Facebook can be used even in the
beginning level. Even with their limited linguistic ability,
Facebook helps beginning level students to internalize honorific
usage better through a variety of activities and actual interaction
with NS. More studies should be done to examine the effectiveness
of Facebook and other social media sites to teach or learn foreign
languages.
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- References http://www.google.com/adplanner/static/top1000/
http://en.wikipedia.org/wiki/Facebook Blattner, G. and Fiori, F.
(2009) Facebook in the Language Classroom: Promises and
Possibilities. International Journal of Instructional Technology ad
Distance Learning, Vol. 6 (1). Mendez, J. et al. (2009). To Friend
or Not to Friend: Academic Interaction on Facebook. International
Journal of Instructional Technology ad Distance Learning, Vol. 6
(9). Mills, N. (2009) Facebook and the use of social networking
tools to enhance language learner motivation and engagement. NEALLT
conference, Yale University, New haven, CT. Popp, Trey (2007).
Digital Nativeds in tomorrows Classroom. The Penn Gazette Prensky,
M (2008). The Role of Technology in Teaching and the Classroom,
Educational Technology Prensky, M (2001). Digital natives, digital
immigrants, Part II: Do you really think differently? On the
Horizon. NBC University Press, 9(6). Social Media Usage Statistics
2010.
http://www.joesblogg.com/2010/03/social-media-usage-statistics-
2010/http://www.joesblogg.com/2010/03/social-media-usage-statistics-
2010/ Vie, S. (2008) Digital Divide 2.0: Generation M and Online
Social Networking Sites in the Composition Classroom. Science
Direct: Computer and Composition 25. Ward, D. (2009) Social
Networking: a Game Change for Language Learning? Center for Applied
Linguistics and Language Education blog
http://calleteach.wordpress.com/2009/12/20/social-networking-a-game-
changer-for-language-learning/http://calleteach.wordpress.com/2009/12/20/social-networking-a-game-
changer-for-language-learning/
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- End of presentation
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- Providing meaningful contexts
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- : correction