283:(massively multiplayer online) game can be used to facilitate language acquisition via their built-in chat functions that enable participants to chat with players that speak different languages. By participating in an interactive gaming experience, players have the opportunity to engage in the target language and help them gain an understanding of conversational norms and grammar constructions. However, language use in video games is highly contextual and many video games use repetitive language that can limit a more holistic understanding of the target language. Games transform the learning process from a passive task to one in which individuals engage actively in the experience of learning by focusing first on meaning. Computer games, researchers' argue, supply authentic environments for language learning, complete with ample opportunities for students to develop and test their emerging target language knowledge.
190:
Indigenous communities around the world, access a myriad of resources not previously available, and engage in their education in a new medium. Social media language learning is especially pertinent for the
Indigenous language classroom because being surrounded by and engaging in meaning conversations aligns with Indigenous cultural values of community. However, classroom-based Indigenous language revitalization efforts have been criticized for failure to promote use and transmission of the language outside of an educational context.
229:
22:
177:, and more. Pedagogical use of social media in a language classroom can take a myriad of forms, such as classroom blogs to discuss culturally relevant topics in the target language, social media apps with specialized platforms for classroom use, learning environments developed specifically for schools, and much more.
254:
is another social network that is commonly used by language educators and learners. There are many popular language education channels on YouTube that have a large number of followers that use the video-based platform to learn and interact with other users. Language learners also use this platform to
189:
that are vulnerable and critically endangered, social media among other digital technologies can offer access to supportive communities, experienced educators, and other learning opportunities. Through pedagogical use of social media, educators and learners are given the opportunity to engage with
137:
platforms such as wikis, blogs, and social networks to facilitate learning of the target language. Social media is used by language educators and individual learners that wish to communicate in the target language in a natural environment that allows multimodal communication, ease of sharing, and
270:
discourse learning happened naturally while engaging in the community's activities and interacting with other members. Some members of online communities such as Stan
Twitter are not interested in language learning but acquire the language regardless because of the requirement to use a specific
152:
which claims that language learning is interwoven with cultural interaction and is mediated by linguistic and other symbolic activity. Social media provides an environment that allows users to weave their goal of language acquisition with culturally relevant interactions through a wide array of
219:
is an example of an app with a more demanding social aspect as an app that is designed specifically for language exchange with other learners. Tandem and other similar apps allow users to work on their skills in the target language with other language learners and teachers through consistent
247:
are used by language learners to communicate with other learners and native speakers of the target language. Many social networks include the ability to join virtual groups that either have other language learners as group members or group members with an external shared interest that they
207:
There are a myriad of language learning websites and apps that rely on social interaction between learners or have a social component. These resources have varying levels of social media elements. One example of an app with a low social element is the popular language learning app
198:
Social media is employed by language learners outside of traditional learning environments. Informal language learning through social media can occur through personal social network use, language learning apps with a social component, online gaming, fan communities, and more.
265:
is a social network community within
Twitter, in which the target language is used but is not the focus of the group. Research done on language acquisition in the Stan Twitter community found that language learning and
220:
communication via written messaging and audio phone calls. In this way, these social language learning apps can facilitate language learning through real conversations with other community members.
819:
518:
363:
46:
of the topic and provide significant coverage of it beyond a mere trivial mention. If notability cannot be shown, the article is likely to be
743:
626:
98:
70:
307:
77:
212:, which allows users to share their progress and scores with other language learners within a largely independent learning platform.
161:
Educators can integrate social media tools into their existing pedagogy. Online environments used by education professionals include
785:
339:
280:
117:
84:
43:
292:
174:
66:
824:
39:
55:
613:, Lecture Notes in Computer Science, vol. 5686, Berlin, Heidelberg: Springer Berlin Heidelberg, pp. 78–87,
141:
Proponents of social media language learning are likely to support the theory of language socialization developed by
367:
216:
162:
142:
91:
32:
153:
available platforms that are often categorized as formal for classroom use and informal for personal use.
51:
766:"L2 Gamers' Use of Learning and Communication Strategies in Massively Multiplayer Online Games (MMOs)"
47:
607:"Microblogging for Language Learning: Using Twitter to Train Communicative and Cultural Competence"
186:
791:
701:
535:
Nushi, Musa; Khazaei, Vida (2020). "Tandem
Language Exchange: An App to Improve Speaking Skill".
512:
472:
425:
357:
302:
650:
Teachers' perceptions of YouTube as a potential learning resource for
English education in Libya
772:, Advances in Educational Technologies and Instructional Design, IGI Global, pp. 296–321,
781:
739:
693:
654:
622:
587:
500:
464:
417:
398:"Indigenous language revitalization, promotion, and education: function of digital technology"
345:
335:
149:
445:"The Preservation of Canadian Indigenous Language and Culture through Educational Technology"
773:
731:
685:
614:
577:
567:
456:
409:
556:"Facebook for informal language learning: Perspectives from tertiary language students"
813:
795:
765:
705:
674:"English language learning and social media: Schematic learning on Kpop Stan twitter"
476:
777:
429:
259:
who posted popular videos showcasing his knowledge of German as a foreign language.
496:
Ojibwe
Language Revitalization, Multimedia Technology, and Family Language Learning
397:
262:
256:
606:
413:
723:
618:
735:
444:
145:
572:
555:
460:
673:
228:
697:
689:
658:
591:
504:
468:
421:
349:
329:
240:
209:
582:
251:
244:
233:
134:
648:
605:
Borau, Kerstin; Ullrich, Carsten; Feng, Jinjin; Shen, Ruimin (2009),
494:
297:
724:"Massively Multiplayer Online Gaming and English Language Learning"
133:
is a method of language acquisition that uses socially constructed
215:
There are also apps that have a social media foundation. The app
38:
Please help to demonstrate the notability of the topic by citing
267:
170:
166:
15:
255:
demonstrate their progress with a language, such as YouTuber
232:
Users can upload audio/video to teach and learn languages on
449:
383:
Researching
Language Learning in the Age of Social Media
334:. Bambi B. Schieffelin, Elinor Ochs. Cambridge . 1986.
138:
possibilities for feedback from peers and educators.
537:
Journal of
Foreign Language Education and Technology
770:
396:Galla, Candace Kaleimamoowahinekapu (2016-04-11).
493:A., Hermes, Mary King, Kendall (February 2013).
730:, Rotterdam: SensePublishers, pp. 91–101,
271:language for communication with group members.
764:Dixon, Daniel H.; Christison, MaryAnn (2021),
8:
820:Social networking language-learning websites
517:: CS1 maint: multiple names: authors list (
672:Malik, Zunera; Haidar, Sham (2020-10-09).
611:Advances in Web Based Learning – ICWL 2009
362:: CS1 maint: location missing publisher (
248:communicate about in the target language.
581:
571:
118:Learn how and when to remove this message
227:
722:Lee, Jason Yj; Pass, Charlotte (2014),
318:
510:
355:
331:Language socialization across cultures
239:Common social media platforms such as
717:
715:
7:
530:
528:
488:
486:
443:Kitchenham, Andrew (December 2013).
324:
322:
728:Bridging Literacies with Videogames
402:Computer Assisted Language Learning
308:Computer-assisted language learning
381:Meskill, Carla; Quah, Joy (2013).
14:
67:"Social Media Language Learning"
20:
778:10.4018/978-1-7998-6609-1.ch013
293:Computer mediated communication
31:may not meet Knowledge (XXG)'s
181:Indigenous Language Classrooms
131:Social media language learning
1:
414:10.1080/09588221.2016.1166137
385:. Bloomsbury. pp. 39–54.
678:E-Learning and Digital Media
619:10.1007/978-3-642-03426-8_10
33:general notability guideline
736:10.1007/978-94-6209-668-4_6
554:Alm, Antonie (2015-09-26).
841:
573:10.4995/eurocall.2015.4665
461:10.1177/117718011300900406
143:linguistic anthropologists
40:reliable secondary sources
29:The topic of this article
163:course management systems
690:10.1177/2042753020964589
236:
203:Language Learning Apps
366:) CS1 maint: others (
231:
825:Language acquisition
647:Albaddi, Muhamed A.
187:Indigenous languages
560:The EuroCALL Review
303:Networked learning
237:
35:
745:978-94-6209-668-4
628:978-3-642-03425-1
150:Bambi Schieffelin
128:
127:
120:
102:
30:
832:
805:
804:
803:
802:
761:
755:
754:
753:
752:
719:
710:
709:
669:
663:
662:
644:
638:
637:
636:
635:
602:
596:
595:
585:
575:
551:
545:
544:
532:
523:
522:
516:
508:
499:. NFLRC, CLEAR.
490:
481:
480:
440:
434:
433:
408:(7): 1137–1151.
393:
387:
386:
378:
372:
371:
361:
353:
326:
123:
116:
112:
109:
103:
101:
60:
24:
23:
16:
840:
839:
835:
834:
833:
831:
830:
829:
810:
809:
808:
800:
798:
788:
763:
762:
758:
750:
748:
746:
721:
720:
713:
671:
670:
666:
646:
645:
641:
633:
631:
629:
604:
603:
599:
553:
552:
548:
534:
533:
526:
509:
492:
491:
484:
442:
441:
437:
395:
394:
390:
380:
379:
375:
354:
342:
328:
327:
320:
316:
289:
277:
226:
224:Social Networks
205:
196:
183:
159:
124:
113:
107:
104:
61:
59:
37:
25:
21:
12:
11:
5:
838:
836:
828:
827:
822:
812:
811:
807:
806:
786:
756:
744:
711:
684:(4): 361–382.
664:
639:
627:
597:
546:
524:
482:
455:(4): 351–364.
435:
388:
373:
340:
317:
315:
312:
311:
310:
305:
300:
295:
288:
285:
276:
273:
225:
222:
204:
201:
195:
192:
182:
179:
175:virtual worlds
158:
155:
126:
125:
28:
26:
19:
13:
10:
9:
6:
4:
3:
2:
837:
826:
823:
821:
818:
817:
815:
797:
793:
789:
787:9781799866091
783:
779:
775:
771:
767:
760:
757:
747:
741:
737:
733:
729:
725:
718:
716:
712:
707:
703:
699:
695:
691:
687:
683:
679:
675:
668:
665:
660:
656:
652:
651:
643:
640:
630:
624:
620:
616:
612:
608:
601:
598:
593:
589:
584:
579:
574:
569:
565:
561:
557:
550:
547:
542:
538:
531:
529:
525:
520:
514:
506:
502:
498:
497:
489:
487:
483:
478:
474:
470:
466:
462:
458:
454:
450:
446:
439:
436:
431:
427:
423:
419:
415:
411:
407:
403:
399:
392:
389:
384:
377:
374:
369:
365:
359:
351:
347:
343:
341:0-521-32621-4
337:
333:
332:
325:
323:
319:
313:
309:
306:
304:
301:
299:
296:
294:
291:
290:
286:
284:
282:
275:Online gaming
274:
272:
269:
264:
260:
258:
253:
249:
246:
242:
235:
230:
223:
221:
218:
213:
211:
202:
200:
193:
191:
188:
180:
178:
176:
172:
168:
164:
156:
154:
151:
147:
144:
139:
136:
132:
122:
119:
111:
100:
97:
93:
90:
86:
83:
79:
76:
72:
69: –
68:
64:
63:Find sources:
57:
53:
49:
45:
41:
34:
27:
18:
17:
799:, retrieved
769:
759:
749:, retrieved
727:
681:
677:
667:
649:
642:
632:, retrieved
610:
600:
563:
559:
549:
540:
536:
495:
452:
448:
438:
405:
401:
391:
382:
376:
330:
278:
263:Stan Twitter
261:
257:Evan Edinger
250:
238:
214:
206:
197:
194:Informal use
184:
160:
140:
130:
129:
114:
108:January 2012
105:
95:
88:
81:
74:
62:
583:10251/75697
146:Elinor Ochs
44:independent
814:Categories
801:2021-11-21
751:2021-11-21
634:2021-11-21
543:: 240–250.
314:References
157:Formal use
78:newspapers
52:redirected
796:234320660
706:225160223
698:2042-7530
659:883902827
592:1695-2618
513:cite book
505:843347822
477:143347113
469:1177-1801
422:0958-8221
358:cite book
42:that are
566:(2): 3.
430:62109652
350:13823512
287:See also
241:Facebook
210:Duolingo
252:YouTube
245:Twitter
234:YouTube
135:Web 2.0
92:scholar
56:deleted
794:
784:
742:
704:
696:
657:
625:
590:
503:
475:
467:
428:
420:
348:
338:
298:MMORPG
217:Tandem
94:
87:
80:
73:
65:
48:merged
792:S2CID
702:S2CID
473:S2CID
426:S2CID
171:blogs
167:wikis
99:JSTOR
85:books
54:, or
782:ISBN
740:ISBN
694:ISSN
655:OCLC
623:ISBN
588:ISSN
519:link
501:OCLC
465:ISSN
418:ISSN
368:link
364:link
346:OCLC
336:ISBN
268:meme
243:and
185:For
148:and
71:news
774:doi
732:doi
686:doi
615:doi
578:hdl
568:doi
457:doi
410:doi
281:MMO
816::
790:,
780:,
768:,
738:,
726:,
714:^
700:.
692:.
682:18
680:.
676:.
653:.
621:,
609:,
586:.
576:.
564:23
562:.
558:.
539:.
527:^
515:}}
511:{{
485:^
471:.
463:.
451:.
447:.
424:.
416:.
406:29
404:.
400:.
360:}}
356:{{
344:.
321:^
279:A
173:,
169:,
165:,
50:,
776::
734::
708:.
688::
661:.
617::
594:.
580::
570::
541:5
521:)
507:.
479:.
459::
453:9
432:.
412::
370:)
352:.
121:)
115:(
110:)
106:(
96:·
89:·
82:·
75:·
58:.
36:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
