Percepciones de los profesores en formación sobre la integración de un sitio de redes sociales para el aprendizaje de idiomas en las clases de inglés
Publicado
jun 29, 2021
Almetrics
Dimensions
Google Scholar
##plugins.themes.bootstrap3.article.details##
Resumen
Este artículo tiene como objetivo reportar los hallazgos parciales de una investigación que pretende explorar cómo las Redes Sociales para el Aprendizaje de Lenguas (RESAL) pueden integrarse en las clases de inglés de una licenciatura en lenguas modernas. Más específicamente, este artículo reporta las percepciones de los estudiantes antes y durante la implementación de una RESAL (Busuu). Los datos se recopilaron mediante dos técnicas: encuestas y registros de aprendizaje. En cuanto a las percepciones de los participantes antes del uso de Busuu, el análisis de la información muestra que, a pesar de algunas preocupaciones sobre la capacidad comunicativa y la privacidad personal, percibieron este tipo de comunidades virtuales como plataformas efectivas para aprender una lengua extranjera a través de una interacción auténtica con otros usuarios.
Keywords
language learning; social media; english learning; RESAL.aprendizaje de idiomas; medios de comunicación social; aprendizaje del inglés; RESAL.
References
Álvarez Valencia, J. A. (2016a). Framing learners’ identity through semiotic designs. In J. A. Álvarez Valencia, C. Amanti, S. Keyl, & E. Mackinney (Eds.), Critical views on teaching and learning English around the globe (pp. 17–35). Charlotte, NC: Information Age.
Álvarez Valencia, J. A. (2016b). Language views on social networking sites for language learning: The case of Busuu. Computer Assisted Language Learning, 29(5), 853–867. https://doi.org/https://doi.org/10.1080/09588221.2015.1069361
Álvarez Valencia, J. A. (2016c). Meaning making and communication in the multimodal age: Ideas for language teachers. Colombian Applied Linguistics Journal, 18(98–115).
Álvarez Valencia, J. A. (2016d). Social networking sites for language learning: Examining learning theories in nested semiotic spaces. Signo y Pensamiento, 35(68), 66–84. https://doi.org/https://doi.org/10.11144/Javeriana.syp35-68.snsl
Álvarez Valencia, J. A. (2017). Examining language-learning websites: Discourses about language, learning, and learners. Folios, 45(1), 127–143.
Álvarez Valencia, J. A. (2018). Visiones de lengua y enseñanza de lengua extranjera: Una perspectiva desde la multimodalidad. In M. Machado (Ed.), Reflexões, perspectivas e práticas no estágio supervisionado em letras (pp. 56–72). Cáceres, MG: Editora Unemat.
Álvarez Valencia, J. A., & Fernández, A. (2019). Using social networking sites for language learning to develop intercultural competence in language education programs. Journal of International and Intercultural Communication, 12(1), 23–42. https://doi.org/https://doi.org/10.1080/17513057.2018.1503318
Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99–109). Cambridge, UK: Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9780511497667.010
Boyd, D. (2009). Twitter: “Pointless babble” or peripheral awareness + social grooming? [Blog post Retrieved from http://www.zephoria.org/thoughts/archives/2009/08/16/twitter_pointle.html
Boyd, D., & Ellison, N. (2007). Social network sites: Definition, history and scholarship. Computer Mediated Communication, 13(1), 210–230. https://doi.org/https://doi.org/10.1111/j.1083-6101.2007.00393.x
Brick, B. (2011). Social networking sites and language learning. International Journal of Virtual and Personal Learning Environments, 2(3), 18–31. https://doi.org/doi:10.4018/jvple.2011070102
Brick, B. (2012). How effective are web 2.0 language learning sites in facilitating language learning? Compass: Journal of Learning and Teaching, 2(3). https://doi.org/https://doi.org/10.21100/compass.v2i3.48
Chotel, L. (2012). Interactivité et interactions sur un site d’apprentissage et de réseautage en langues: Analyse systémique de l’activité de trois apprenants. Unpublished Master Thesis, University of Grenoble III.
Chotel, L. (2013, June). Pratique d’une langue étrangère en autoformation sur un site d’apprentissage et de réseautage social: Analyse des interactions médiatisées par chat. Oral communication In EPAL Conference. Grenoble.
Clark, C., & Gruba, P. (2010). The use of social networking sites for foreign language learning: An autoethnographic study of Livemocha. ASCILITE 2010 -The Australian Society for Computers in Learning in Tertiary Education.
Creswell, J., & Plano Clark, V. (2010). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, US: Sage Publications Inc.
Cross, J. (2006). Informal learning. San Francisco, CA: Pfeiffer.
Fan, S. H. (2015). Exploring how the use of social networking site Busuu facilitates the development of English as an international language. Malaysian Journal of ELT Research, 11(2), 52–67.
Harrison, R., & Thomas, M. (2009). Identity in online communities: Social networking sites and language learning. International Journal of Emerging Technologies, 7(2), 108–123.
Haythornthwaite, C. (2005). Social networks and internet connectivity effects. Information, Communication, & Society, 2(8), 125–147.
Jee, M. J., & Park, M. J. (2009). Livemocha as an online language-learning community. CALICO, 26(2), 448–456. https://doi.org/https://doi.org/10.1558/cj.v26i2.448-456
Liaw, M. (2011). Review of Livemocha. Language Learning & Technology, 15(1), 36–40.
Lin, C. H., & Warschauer, M. (2011). Integrative versus instrumental orientation among online language learners. Linguagens e Diálogos, 2(1), 58–86.
Lin, C. H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124–147.
Liu, M., Abe, K., Cao, M. W., Liu, S., Ok, D. U., Park, J., … Sardegna, V. G. (2015). An analysis of social network websites for language learning: implications for teaching and learning English as a second language. CALICO Journal, 32(1), 113–152.
https://doi.org/https://doi.org/10.1558/calico.v32i1.25963
Livingston, D. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Canadian Journal for the Study of Adult Education, 13(2), 49–72.
Lloyd, E. (2012). Language learners’ “willingness to communicate” through Livemocha.com. Alsic, 15(1). https://doi.org/https://doi.org/10.4000/alsic.2437
Loiseau, M., Potolia, A., & Zourou, K. (2011). Communautés web 2.0 d’apprenants de langue avec parcours d’apprentissage: rôles, pédagogie et rapports au contenu. In EIAH 2011: À la recherche des convergences entre les acteurs des EIAH (pp. 111–123). Mons: Éditions de l’université de Mons. Retrieved from http://hal.archives-ouvertes.fr/hal-00598762_v2/
Lomicka, L., & Lord, G. (2009). Introduction to social networking, collaboration, and Web 2.0 tools. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 1–11). San Marcos, Texas: CALICO.
Malerba, M. (2015). Social networking in second language learning. Informal Online Interactions. https://doi.org/https://doi.org/10.13140/RG.2.2.18759.60325
Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Los Angeles, CA: Sage.
Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 28(2), 345–368. https://doi.org/https://doi.org/10.11139/cj.28.2.345-368
O’Dowd, R. (2007). New challenges in foreign language education. In R. O’dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 3–16). Clevedon, UK: Multilingual Matters.
Orsini-Jones, M., Brick, B., & Pibworth, L. (2013). Practising language interaction via social networking sites: The expert student’s perspective on personalized language learning. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances, 1, 40–53.
Patton, M. Q. (2002). Two Decades of Developments in Qualitative Inquiry. Qualitative Social Work: Research and Practice, 1(3), 261–283. https://doi.org/10.1177/1473325002001003636
Pélissier, C., & Qobt, H. (2012). Réseaux sociaux et apprentissage des langues: Spécificités et rôles de l’utilisateur. ALSIC, 15(2). Retrieved from http://alsic.revues.org/251
Potolia, A., Loiseau, M., & Zourou, K. (2011). Quelle(s) pédagogie(s) voi(en)t le jour dans les (grandes) communautés Web 2.0 d’apprenants de langue? In C. Dejean, F. Mangenot, & T. Soubrié, (Eds.) Proceedings of EPAL conference.
Raoofi, S., Chan, S., Mukundan, J., & Rashid, S. (2014). Metacognition and second/foreign language learning. English Language Teaching, 7(1), 36–49. https://doi.org/https://doi.org/10.5539/elt.v7n1p36
Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field (New Approaches to Lifelong Learning (NALL) No. 19). Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/2733/2/19formsofi nformal.pdf
Solmaz, O. (2017). Autonomous language learning on Twitter: Performing affiliation with target language users through #hashtags. Journal of Language and Linguistic Studies, 13, 204–220.
Stevenson, M., & Liu, M. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, 27(2), 233–259. https://doi.org/https://doi.org/10.11139/cj.27.2.233-259
Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in internet interest communities and online gaming. Modern Language Journal, 93(s1), 802–821. https://doi.org/doi:10.1111/j.1540-4781.2009.00974.x
Toffoli, D., & Sockett, G. (2010). How non-specialist students of English practice informal learning using web 2.0 tools. https://doi.org/10.4000/asp.1851
Vavuola, G. (2007). Introduction. In G. Vavuola, A. Kukulska-Hume, & N. Pachler (Eds.), MIL-RM 2007 Workshop on research methods in mobile and informal learning: How to get the data we really want. London, UK: WLE Centre.
Zourou, K. (2013). Research challenges in informal social networked language learning communities. ELearning Papers.
Zourou, K., & Loiseau, M. (2013). Bridging design and language interaction and reuse in Livemocha’s culture section. In M Lamy & K.
Zourou (Eds.), Social networking for language education. (pp. 100–116). London, UK: Palgrave Macmillan.
Álvarez Valencia, J. A. (2016b). Language views on social networking sites for language learning: The case of Busuu. Computer Assisted Language Learning, 29(5), 853–867. https://doi.org/https://doi.org/10.1080/09588221.2015.1069361
Álvarez Valencia, J. A. (2016c). Meaning making and communication in the multimodal age: Ideas for language teachers. Colombian Applied Linguistics Journal, 18(98–115).
Álvarez Valencia, J. A. (2016d). Social networking sites for language learning: Examining learning theories in nested semiotic spaces. Signo y Pensamiento, 35(68), 66–84. https://doi.org/https://doi.org/10.11144/Javeriana.syp35-68.snsl
Álvarez Valencia, J. A. (2017). Examining language-learning websites: Discourses about language, learning, and learners. Folios, 45(1), 127–143.
Álvarez Valencia, J. A. (2018). Visiones de lengua y enseñanza de lengua extranjera: Una perspectiva desde la multimodalidad. In M. Machado (Ed.), Reflexões, perspectivas e práticas no estágio supervisionado em letras (pp. 56–72). Cáceres, MG: Editora Unemat.
Álvarez Valencia, J. A., & Fernández, A. (2019). Using social networking sites for language learning to develop intercultural competence in language education programs. Journal of International and Intercultural Communication, 12(1), 23–42. https://doi.org/https://doi.org/10.1080/17513057.2018.1503318
Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99–109). Cambridge, UK: Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9780511497667.010
Boyd, D. (2009). Twitter: “Pointless babble” or peripheral awareness + social grooming? [Blog post Retrieved from http://www.zephoria.org/thoughts/archives/2009/08/16/twitter_pointle.html
Boyd, D., & Ellison, N. (2007). Social network sites: Definition, history and scholarship. Computer Mediated Communication, 13(1), 210–230. https://doi.org/https://doi.org/10.1111/j.1083-6101.2007.00393.x
Brick, B. (2011). Social networking sites and language learning. International Journal of Virtual and Personal Learning Environments, 2(3), 18–31. https://doi.org/doi:10.4018/jvple.2011070102
Brick, B. (2012). How effective are web 2.0 language learning sites in facilitating language learning? Compass: Journal of Learning and Teaching, 2(3). https://doi.org/https://doi.org/10.21100/compass.v2i3.48
Chotel, L. (2012). Interactivité et interactions sur un site d’apprentissage et de réseautage en langues: Analyse systémique de l’activité de trois apprenants. Unpublished Master Thesis, University of Grenoble III.
Chotel, L. (2013, June). Pratique d’une langue étrangère en autoformation sur un site d’apprentissage et de réseautage social: Analyse des interactions médiatisées par chat. Oral communication In EPAL Conference. Grenoble.
Clark, C., & Gruba, P. (2010). The use of social networking sites for foreign language learning: An autoethnographic study of Livemocha. ASCILITE 2010 -The Australian Society for Computers in Learning in Tertiary Education.
Creswell, J., & Plano Clark, V. (2010). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, US: Sage Publications Inc.
Cross, J. (2006). Informal learning. San Francisco, CA: Pfeiffer.
Fan, S. H. (2015). Exploring how the use of social networking site Busuu facilitates the development of English as an international language. Malaysian Journal of ELT Research, 11(2), 52–67.
Harrison, R., & Thomas, M. (2009). Identity in online communities: Social networking sites and language learning. International Journal of Emerging Technologies, 7(2), 108–123.
Haythornthwaite, C. (2005). Social networks and internet connectivity effects. Information, Communication, & Society, 2(8), 125–147.
Jee, M. J., & Park, M. J. (2009). Livemocha as an online language-learning community. CALICO, 26(2), 448–456. https://doi.org/https://doi.org/10.1558/cj.v26i2.448-456
Liaw, M. (2011). Review of Livemocha. Language Learning & Technology, 15(1), 36–40.
Lin, C. H., & Warschauer, M. (2011). Integrative versus instrumental orientation among online language learners. Linguagens e Diálogos, 2(1), 58–86.
Lin, C. H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124–147.
Liu, M., Abe, K., Cao, M. W., Liu, S., Ok, D. U., Park, J., … Sardegna, V. G. (2015). An analysis of social network websites for language learning: implications for teaching and learning English as a second language. CALICO Journal, 32(1), 113–152.
https://doi.org/https://doi.org/10.1558/calico.v32i1.25963
Livingston, D. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Canadian Journal for the Study of Adult Education, 13(2), 49–72.
Lloyd, E. (2012). Language learners’ “willingness to communicate” through Livemocha.com. Alsic, 15(1). https://doi.org/https://doi.org/10.4000/alsic.2437
Loiseau, M., Potolia, A., & Zourou, K. (2011). Communautés web 2.0 d’apprenants de langue avec parcours d’apprentissage: rôles, pédagogie et rapports au contenu. In EIAH 2011: À la recherche des convergences entre les acteurs des EIAH (pp. 111–123). Mons: Éditions de l’université de Mons. Retrieved from http://hal.archives-ouvertes.fr/hal-00598762_v2/
Lomicka, L., & Lord, G. (2009). Introduction to social networking, collaboration, and Web 2.0 tools. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 1–11). San Marcos, Texas: CALICO.
Malerba, M. (2015). Social networking in second language learning. Informal Online Interactions. https://doi.org/https://doi.org/10.13140/RG.2.2.18759.60325
Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Los Angeles, CA: Sage.
Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 28(2), 345–368. https://doi.org/https://doi.org/10.11139/cj.28.2.345-368
O’Dowd, R. (2007). New challenges in foreign language education. In R. O’dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 3–16). Clevedon, UK: Multilingual Matters.
Orsini-Jones, M., Brick, B., & Pibworth, L. (2013). Practising language interaction via social networking sites: The expert student’s perspective on personalized language learning. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances, 1, 40–53.
Patton, M. Q. (2002). Two Decades of Developments in Qualitative Inquiry. Qualitative Social Work: Research and Practice, 1(3), 261–283. https://doi.org/10.1177/1473325002001003636
Pélissier, C., & Qobt, H. (2012). Réseaux sociaux et apprentissage des langues: Spécificités et rôles de l’utilisateur. ALSIC, 15(2). Retrieved from http://alsic.revues.org/251
Potolia, A., Loiseau, M., & Zourou, K. (2011). Quelle(s) pédagogie(s) voi(en)t le jour dans les (grandes) communautés Web 2.0 d’apprenants de langue? In C. Dejean, F. Mangenot, & T. Soubrié, (Eds.) Proceedings of EPAL conference.
Raoofi, S., Chan, S., Mukundan, J., & Rashid, S. (2014). Metacognition and second/foreign language learning. English Language Teaching, 7(1), 36–49. https://doi.org/https://doi.org/10.5539/elt.v7n1p36
Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field (New Approaches to Lifelong Learning (NALL) No. 19). Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/2733/2/19formsofi nformal.pdf
Solmaz, O. (2017). Autonomous language learning on Twitter: Performing affiliation with target language users through #hashtags. Journal of Language and Linguistic Studies, 13, 204–220.
Stevenson, M., & Liu, M. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, 27(2), 233–259. https://doi.org/https://doi.org/10.11139/cj.27.2.233-259
Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in internet interest communities and online gaming. Modern Language Journal, 93(s1), 802–821. https://doi.org/doi:10.1111/j.1540-4781.2009.00974.x
Toffoli, D., & Sockett, G. (2010). How non-specialist students of English practice informal learning using web 2.0 tools. https://doi.org/10.4000/asp.1851
Vavuola, G. (2007). Introduction. In G. Vavuola, A. Kukulska-Hume, & N. Pachler (Eds.), MIL-RM 2007 Workshop on research methods in mobile and informal learning: How to get the data we really want. London, UK: WLE Centre.
Zourou, K. (2013). Research challenges in informal social networked language learning communities. ELearning Papers.
Zourou, K., & Loiseau, M. (2013). Bridging design and language interaction and reuse in Livemocha’s culture section. In M Lamy & K.
Zourou (Eds.), Social networking for language education. (pp. 100–116). London, UK: Palgrave Macmillan.
Cómo citar
Mejía-Laguna, J. A. ., Hernández-Ocampo, S. P. ., & Álvarez-Valencia, J. A. . (2021). Percepciones de los profesores en formación sobre la integración de un sitio de redes sociales para el aprendizaje de idiomas en las clases de inglés. Signo Y Pensamiento, 40(78). https://doi.org/10.11144/Javeriana.syp40-78.ptpi
Número
Sección
Avances
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.