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

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University Students Using a Social Networking Service : Feedback, Observations, and Outcome Kitasato University 240-,1/+.3 &( #'%%*$ &%*"&&) !" 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 ! &%* ! NII-Electronic Library Service Kitasato University 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- ! ##" ! NII-Electronic Library Service Kitasato University 240-,1/+.3 &( #'%%*$ &%*"&&) 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). ! &&& ! NII-Electronic Library Service Kitasato University 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.
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