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!" University Students Using a Social Networking Service : Feedback, Observations, and Outcome

Tina Midori ELLISON and Kim Sonoko COLLINS

Abstract

This paper reports on student feedback and outcome of the use of a social networking service (SNS), Multiply.com, with two classes of university students. A short questionnaire was distributed to students to ascertain the benefits of using an electronic network site. The results appeared to show that students were not averse to using the network and that it had assisted them in checking lesson schedules and homework deadlines. There was also evi- dence of students extended use and interest in the site through extracurricular activities. For the parttime instructor, time constraints and lack of contact with students and other teachers could be resolved through SNS. Moreover, the use of the electronic network was a useful and convenient tool that not only assisted in managing students work but also as a medium to engage students in authentic language tasks, and promote learner autonomy.

Key Words : Social Networking Service (SNS), student feedback, E-portfolio

In recent years, there has been a growth in the use of Social Networking Services (SNS) on the Internet as an alternative to personal E-mail messaging services, such as Facebook, Myspace and Mixi. In contrast to E-mail services, the SNS sites provide a platform for friends to share in- formation, photographs, and videos. Furthermore, it allows locating and reuniting friends rela- tively easy. The relaxed friendly images of these SNS sites are appealing for those who wish to communicate in this mode. In addition, the growing research in the field of computer-mediated communication for peda- gogical purposes has indicated numerous benefits for the language learner. Early research into computer-mediated communication used synchronous modes of communication (SCMC) that were seen as comparable to face-to face discussions and therefore a possible facilitator for communica- tive competence (Kelm, 1992 ; Beauvois, 1992 ; Chun, 1994 ; Kern, 1995 and Warschauer, 1996). Their studies reported an increase and equalization of participation, and increased language pro- duction with more freedom of expression that was seen as beneficial to shy students or students

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University Students using a Social Networking Service : Feedback, Observations, and Outcome

struggling with a target language. In a comparative study of synchronous and asynchronous modes of communication (ACMC), Sotillo (2000) found that ACMC allowed time for processing language input/output and acted as a facilitator for reflective and cognitive thinking that allowed for extended use of learner interlanguage. Cummings (2004) also reported on increased accuracy and peer interaction after implementing computer-mediated communication with Japanese uni- versity students who were perceived as, unmotivated, passive and resistant to studying English (Cummings, 2004, p.25). In a more recent study on the use of weblogs by learners of Japanese as a foreign language (JFL), Iida (2009) reported on a positive change to students perception of lan- guage learning. Iida notes that weblog-based collaborative tasks enabled students to become more aware of their own language learning and encouraged a more autonomous learning style. The reported benefits of using computers for language learners together with the development of computer technology offer growing opportunities in pedagogy and language learning. It was the intention of the instructor to combine a social network service with pedagogy to assist students who may be shy, unmotivated or lacking in language ability and confidence to in- teract in an unthreatening environment and participate more in language tasks. In addition to the reported benefits of using computer-mediated communication for pedagogic purposes, the deci- sion to use a network site was due to past experiences where students would often mislay and damage papers, making feedback and tracking of written assignments inconvenient and time con- suming. Also, WIFI (wireless Internet connections) and laptop computers were available for every student ; therefore, implementing the site was considered to be potentially beneficial to both the students and the instructor. This paper reports on the results of a short questionnaire and personal comments made by students about utilizing the Mulitply.com social network service after one academic term.

The Multiply.com site

Educational institutions often utilize commercial, managed learning environments (MLE) such as WebCT and Blackboard. These MLEs can be used as part of internal educational courses and/ or external long distance courses. Managed learning environments can incorporate course materi- als, links, language learning exercises, E-mails and chat functions, assessment and tracking tools, and are specifically designed for educational purposes. In contrast, the Multiply site was not de- signed for educational purposes. However it does provide basic applications such as blog, links to other sites, video links, photos, video and file uploading, music, review, notes or messaging facili- ties in written, audio or visual forms. These applications provide a platform for written, oral and listening tasks which instructors can adapt to their own specific teaching styles, students learn-

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ing styles, tasks and requirements of their syllabus. Part-time instructors can also share materials with other instructors. A more detailed description of the registration process and how the Multi- ply site was adapted for different syllabi is given elsewhere (Collins, Ellison & Jewel, 200*). The Mulitply.com site was chosen for the simplicity of its design and usability. The user in- terface allows easy navigation of the sites content and the webpage has a navigation bar that di- rects the user to the desired page. Class websites and individual websites provide an easy way for students and instructors to share digital media. Students can discuss, collaborate on tasks and socialize on their shared group or individual websites. In addition, an alert via an E-mail or the Multiply recent update page allows group members or network members to be informed of any new postings on other members websites. This allows instructors to prompt students with re- minders for homework, tasks to be completed, and to see at a glance whether students have met assignment deadlines without the need to visit each students individual web site.

Questionnaire Feedback

Background The questionnaire was given to a total of 32 students whose syllabus required them to build a portfolio of written work that included four speeches, four blogs, and book reviews, during the course of the term. Although the use of electronic media was not a compulsory part of the course syllabus, the instructor opted to compile E-portfolios rather than physical paper portfolios for the students. The short questionnaire was primarily for the purpose of the instructor to per- sonally assess to what extent the use of SNS had assisted students during the term and whether the implementation of the site made the compilation of the E-portfolio an easier and less time consuming process compared to a paper-based portfolio. It is noted here that it was not the inten- tion of the instructor to gather information for a quantitative analysis of the benefits of the Multi- ply site. The questions given to the students are listed as follows :

1) Did you have a problem with the Multiply site, if so what? 2) Will you use it in the future? If yes, in English or Japanese? 3) Do you prefer paper files or digital files? 4) Did the class site help you? (E.g. with homework or schedules).

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University Students using a Social Networking Service : Feedback, Observations, and Outcome

Questions Yes No Did not know Did not answer 1 119012 271924 3 14 14 2 (liked both) 2 42351 3

Table 1. Responses

Table 1 shows the combined responses from two classes with the same syllabus. The num- bers in the left column correspond to the question numbers : 1) None of the students had any problems with using the Multiply site apart from one student who did not have Internet access at home and therefore found it difficult to check the site daily. 2) Seven of the students answered that they would use the site in the future and two students wrote that they might use it. Three of these students wanted to use the site in English, two students in Japanese, and one student wanted to use both languages. 3) Overall, students were divided over their preferences with 14 students preferring paper and 14 students preferring digital files and 2 students who liked both mediums. 4) 23 students answered yes to the usefulness of the site. Two students commented that they could check the required homework and schedules. Notes

Overall, the general outcome of using the Multiply site was positive, particularly with re- gards to keeping up with course requirements. Although there were only five students who stated they would continue to use the site in English, to the instructor this was an encouraging sign of interest from the students in autonomously improving their English language ability. In addition to the questionnaire, students commented verbally that the class site had helped them with homework and schedules. This was due to accessibility of the class site on the Internet out of class time and an updated blog after each lesson by the teacher detailing contents covered in class and reminders of homework. The blog content was also automatically sent to students in- dividual registered E-mail inbox. Students were divided over their preferences for using paper or digital files. Students who were familiar with computers preferred digital files and those who favored paper files were con- cerned about accessibility because of technical glitches and no Internet access at home. In addi- tion, students seemed secure with the established academic practice of handing in assignments in paper format. However, from the instructors perspective, digital files allowed easy access to stu- dents work for assessment purposes. It also eliminated physically transporting heavy paper files.

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Individual students

Since using the Multiply site for over one academic term, there has been some feedback from students who have autonomously utilized their own Multiply website. There were positive outcomes from a number of students. One example was from a highly motivated female student who verbally expressed an interest in continuing blogs in English and reported that she had started a blog in English on Eblogger.com because the use of Multiply had inspired her to do so. A male student who had attendance problems due to mental stress said that writing blogs had assisted him in expressing his feelings and thus motivated him to continue blogging in both lan- guages on the Multiply site. Some students had written book reviews with scanned pictures of the book covers. This was not required but other students followed by example to improve the look of their pages. Some also included personal photographs and music to go with their blogs. Although some of the uploaded content were in Japanese, such as one students addition to his site of his friends favorite Japanese commercial, an apology was written in English that the video was in Japanese.

Authentic tasks

In addition to the autonomous use of the site by students, they also utilized the site for authentic tasks. For example, a written assignment would initially be handwritten on paper in the classroom then checked and corrected by the teacher. When students had finished the hand- written task in class, they were then required to write the corrected version onto the blog sec- tion of their websites. If students did not finish writing the blog, it was to be completed as home- work. Furthermore, the blog and guest book sections enabled students to use communicative English skills by giving comments on other students speeches. This provided students the oppor- tunity to use English through authentic tasks whereby real communication can occur. As Hall (2001, p.230) explains, there are three conditions that must exist for real communication to occur : 1) something to communicate, 2) someone to communicate with, and 3) some interest in the out- come of the communication. In order to facilitate communication, there is also a need for authentic responses to materials that in turn is dependent on authentic needs. For authentic responses to language tasks, students engaged in peer evaluation of each others site contents. The checking of the students sites was done in class with a partner. This enabled students to check if their blogs and reviews had been correctly set on the website function which allowed the option of making certain sections view- able or to block all or certain members of the Multiply site. At the same time students could

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University Students using a Social Networking Service : Feedback, Observations, and Outcome

compare how much work other students had done on their sites which motivated them to con- tribute more to their own sites. Although students were not asked to give assessments on the quality of language used, they were asked to check that all students had completed the required tasks. This required students to ensure that the results of their tasks were comprehensible to other class members. Hence, peer evaluation offered opportunities for authentic responses to real tasks.

Conclusion

The use of the Multiply site was used as a supplement to a speech-based syllabus. The na- ture of the syllabus allowed limited opportunities for interactive communication. However, with the aid of computer-mediated communication, students were able to interact with authentic use of tasks. The use of the site by students for purposes unrelated to the language syllabus may in- dicate some increased interest and perhaps motivation to use English outside the classroom do- main. The site also enabled easier management of classroom activities and syllabus requirements for both students and the instructor. Although this paper reported on student feedback from classes following the same syllabus, it is hoped that some of this information may be helpful to other instructors who may wish to implement a social network service to supplement their lan- guage syllabus.

References

Althaus, S. L. (1997). Computer-mediated communication in the university classroom : An experi- ment with on-line discussions. Communication Education, 46, 158-174. Beauvois, M.H. (1992). Computer-assisted classroom discussion in the foreign language classroom : Conversation in slow motion. Foreign Language Annals, 25(5), 455-465. Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive compe- tence. System, 22(1), 17-31. Collins, K. S., Ellison, T. M., & Jewel, G. (2009). Implementation of computer-mediated communica- tion through a social network service in a Japanese university. Tama University Journal of Management and Information Sciences, 13. Crystal, D. (2000). Language and the Internet. Cambridge : Cambridge University Press. Cummings, M.C. (2004). Because we are shy and fear mistaking : Computer mediated communi- cation with EFL writers. Journal of Basic Writing, 23 (2), 23-48.

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Hall, D. (2001). Materials and production : Theory and practice. In Hall, D. and Hewings, A. (eds.) Innovation in English Language Teaching. 229-239. London : Routledge. Hewer, S., & Shield, L. (2001). Online communities : Interactive oral work at a distance. In T. At- kinson (ed.) Reflections on Computers and Language Learning, 53-62. London : CILT. Iida, A. (2009). Research in weblog pedagogy : Blogging and developing learner autonomy in a JFL context. The Language Teacher, 33(2), 3-7. Kelm, O.R. (1992). The use of synchronous computer networks in second language instruction : A preliminary report. Foreign Language Annals, 25(5), 441-454. Kern, R. G. (1995). Restructuring classroom interaction with networked computers : Effects on quantity and characteristics of language production. The Modern Language Journal, 79(5), 457- 476. Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous and asynchro- nous communication. Language Learning & Technology, 4(1), 82-119. Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2&3), 7-26.

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University Students using a Social Networking Service : Feedback, Observations, and Outcome

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