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Learning Language Through Facebook

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  • Vera Monika Leier

    (German Department, University of Canterbury, Christchurch, New Zealand)

Abstract

This article seeks to account for the experiences of tertiary students of German when a Facebook group and associated tasks is introduced as an assessed element of their language course. Ethnographic methods were applied, such as pre-, post questionnaires, interviews and fieldnotes. The data was collected by the instructor/researcher and subjected to thematic analysis. The students (n = 23) enjoyed Facebook but mostly used the site passively and only actively posted when required. This led to a flurry of posts at deadlines and less engagement between deadlines. Students wanted more feedback than the instructor was giving them, in an effort to make the interaction feel more authentic and spontaneous, as it is in non-educational, social Facebook.

Suggested Citation

  • Vera Monika Leier, 2017. "Learning Language Through Facebook," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 7(3), pages 40-57, July.
    • Handle: RePEc:igg:jcallt:v:7:y:2017:i:3:p:40-57
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