Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-23T21:23:17.325Z Has data issue: false hasContentIssue false
  • English
  • Français

Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking

Published online by Cambridge University Press:  21 December 2018

Jonathon Reinhardt
Jonathon Reinhardt*
Affiliation:
University of [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This review surveys and synthesizes the findings of 87 focal pieces, published primarily since 2009 and mid 2018, on the formal and informal use of social media—blogs, wikis, and social networking—for second and foreign language teaching and learning (L2TL), including studies on the use of educational sites like Livemocha and Busuu and vernacular sites like Facebook and Twitter. The article frames the review in the development of social media and the history of social computer-assisted language learning (CALL) research. Synthesis identifies common findings, including that social media can afford the development of intercultural, sociopragmatic, and audience awareness, language learner and user identities, and particular literacies. Presentation of the focal pieces and common findings is intertwined with discussion of problematic issues, and each section concludes with a summary and implications for future research and practice.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 52 , Issue 1 , January 2019 , pp. 1 - 39
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alghasab, M. & Handley, Z. (2017). Capturing (non-)collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem. Computer Assisted Language Learning 30.7, 664–691.Google Scholar
Alm, A. (2009). Blogging for self-determination with L2 learner journals. In Thomas, M. (ed.), 202–221.Google Scholar
Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of Nationalism. New York: Verso.Google Scholar
Androutsopoulos, J. (2015). Networked multilingualism: Some language practices on Facebook and their implications. International Journal of Bilingualism 19.2, 185–205.Google Scholar
Antenos-Conforti, E. (2009). Microblogging on Twitter: Social networking in intermediate Italian classes. In Lomicka, L. & Lord, G. (eds.), 59–90.Google Scholar
Arnold, N., Ducate, L. & Kost, C. (2009). Collaborative writing in wikis: Insights from culture projects in intermediate German classes. In Lomicka, L. & Lord, G. (eds.), 115–144.Google Scholar
Arnold, N., Ducate, L. & Kost, C. (2012). Collaboration or cooperation? Analyzing group dynamics and revision processes in wikis. CALICO Journal 29.3, 431–448.Google Scholar
Arshavskaya, E. (2017). Becoming a language teacher: Exploring the transformative potential of blogs. System 69, 15–25.Google Scholar
Arslan, R. A. & Sahin-Kizil, A. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning 23.3, 183–197.Google Scholar
Aydin, Z. & Yildiz, S. (2014). Using wikis to promote collaborative EFL writing. Language Learning and Technology 18.1, 160–180.Google Scholar
Back, M. (2013). Using Facebook data to analyze learner interaction during study abroad. Foreign Language Annals 46.3, 377–401.Google Scholar
Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. International Journal of Computer Assisted Language Learning and Teaching 1.2, 1–15.Google Scholar
Beauvois, M. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals 25.5, 455–463.Google Scholar
Belz, J. & Kinginger, C. (2002). The cross-linguistic development of address form use in telecollaborative language learning: Two case studies. The Canadian Modern Language Revue/La revue canadienne des langues vivantes 59, 189–214.Google Scholar
Bikowski, D. & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning and Technology 20.1, 79–99.Google Scholar
Blattner, G. & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning 6.1, 17–28.Google Scholar
Blattner, G. & Fiori, M. (2011). Virtual social network communities: An investigation of language learners' development of sociopragmatic awareness and multilitercy skills. CALICO Journal 29.1, 24–43.Google Scholar
Blattner, G. & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning, Apprentisage des Langues et Systèmes d'Information et de Communication 15.1. https://alsic.revues.org/2413.Google Scholar
Blattner, G., Dalola, A. & Lomicka, L. (2015). Tweetsmarts: A pragmatic analysis of well-known native French speaker tweeters. In Dixon, E. & Thomas, M. (eds.), 213–236.Google Scholar
Bloch, J. (2007). Abdullah's blogging: A generation 1.5 student enters the blogosphere. Language Learning and Technology 11.2, 128–141.Google Scholar
Block, D. (2003). The social turn in second language acquisition. Washington, DC: Georgetown University Press.Google Scholar
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.Google Scholar
Blood, R. (2000). Weblogs: A history and perspective. http://www.rebeccablood.net/essays/weblog_history.html.Google Scholar
Blyth, C. (2008). Research perspectives on online discourse and foreign language learning. In Magnan, S. (ed.), Mediating discourse online. Amsterdam: John Benjamins, 47–70.Google Scholar
boyd, d. & Ellison, N. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication 13.1, 210–230.Google Scholar
Bradley, L., Lindstrom, B. & Rystedt, H. (2010). Rationalities of collaboration for language learning in a wiki. ReCALL 22.2, 247–265.Google Scholar
Brick, B. (2011). Social networking sites and language learning. International Journal of Virtual and Personal Learning Environments 2.3, 18–31.Google Scholar
Brick, B. (2012). The role of social networking sites for language learning in UK higher education: The views of learners and practitioners. International Journal of Computer-Assisted Language Learning and Teaching 2.3, 35–53.Google Scholar
Buckingham, D. (2003). Media education: Literacy, learning, and contemporary culture. London: Blackwell.Google Scholar
Campbell, A. P. (2003). Weblogs for use with ESL classes. Internet TESL Journal 9.2. http://iteslj.org/Techniques/Campbell-Weblogs.html.Google Scholar
Carroll, K. S. (2008). Puerto Rican language use on MySpace.com. El Centro Journal of Puerto Rican Studies 20.1, 96–111.Google Scholar
Chapelle, C. & Sauro, S. (eds.) (2017). The handbook of technology in second language teaching and learning. Hoboken: Wiley-Blackwell.Google Scholar
Chen, H. (2012). Social networking, socialization, and second language writers: The development of new identities and literacies. Ph.D. dissertation, University of Arizona.Google Scholar
Chen, H. (2013). Identity practices of multilingual writers in social networking spaces. Language Learning and Technology 17.2, 143–170.Google Scholar
Chen, R. T.-H. (2015). L2 blogging: Who thrives and who does not? Language Learning and Technology 19.2, 177–196.Google Scholar
Chen, W., Shih, Y. & Liu, G. (2015). Task design and its induced learning effects in a cross-institutional blog-mediated telecollaboration. Computer Assisted Language Learning 28.4, 285–305.Google Scholar
Chik, A. & Ho, J. (2017). Learn a language for free: Recreational learning among adults. System 69, 162–171.Google Scholar
Christensen, M. & Christensen, M. (2015). Language learner interaction in social network site virtual worlds. In Dixon, E. & Thomas, M. (eds.), 193–211.Google Scholar
Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System 22, 17–31.Google Scholar
Clark, C. & Gruba, P. (2010). The use of social networking sites for foreign language learning: An autoethnographic study of Livemocha. In Steel, C., Keppell, M., Gerbic, P. & Housego, S.. (eds.), Curriculum, technology, and transformation for an unknown future: Proceedings of ASCILITE Sydney 2010, 164–173.Google Scholar
Crum, C. (2015, January 6). Guess how many wordpress.com blogs were created in 2014. http://www.webpronews.com/guess-how-many-wordpress-com-blogs-were-created-in-2014-2015-01/.Google Scholar
Cunliffe, D., Morris, D. & Prys, C. (2013). Young bilinguals’ language behaviour in social networking sites: The use of Welsh on Facebook. Journal of Computer Mediated Communication 18, 339–361.Google Scholar
DeHaan, J., Johnson, N., Yoshimura, N. & Kondo, T. (2012). Wiki and digital video use in strategic interaction-based experiential EFL learning. CALICO Journal 29.2, 249–268.Google Scholar
Demaizière, F. & Zourou, K. (eds.) (2012). Social media and language learning: (r)evolution? Apprentisage des Langues et Systèmes d'Information et de Communication 15.1, https://alsic.revues.org/1695.Google Scholar
DePew, K. E. (2011). Social media at academia's periphery: Studying multilingual developmental writers' Facebook composing strategies. The Reading Matrix 11.1, 54–75.Google Scholar
DePew, K. E. & Miller-Cochran, S. (2010). Social networking in a second language engaging multiple literate practices through identity composition. In Cox, M., Jordan, J., Ortmeier-Hooper, C. & Schwartz, G. G. (eds.), Inventing identities in second language writing. Urbana, IL: NCTE, 273– 295.Google Scholar
Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced German class. ReCALL 21.1, 18–36.Google Scholar
Dixon, E. & Thomas, M. (eds.) (2015). Researching language learner interaction online: From social media to MOOCs. San Marcos: CALICO.Google Scholar
Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning 29.8, 1249–1258.Google Scholar
Ducate, L. & Lomicka, L. (2005). Exploring the blogosphere: Use of web logs in the foreign language classroom. Foreign Language Annals 38.3, 410–421.Google Scholar
Ducate, L. & Lomicka, L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning 21.1, 9–28.Google Scholar
Ellison, N. B. & boyd, d. (2013). Sociality through social network sites. In Dutton, W. (ed.), The Oxford handbook of internet studies. Oxford: Oxford University Press, 151–172.Google Scholar
Elola, I. & Oskoz, A. (2008). Blogging: Fostering intercultural competence development in foreign language and study abroad contexts. Foreign Language Annals 41.3, 454–478.Google Scholar
Elola, I. & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning and Technology 14.3, 51–71.Google Scholar
Facebook (2018). Company info: Facebook newsroom. http://newsroom.fb.com/company-info/.Google Scholar
Farr, F. & Murray, L. (eds.) (2016). The Routledge handbook of language learning and technology. London: Routledge.Google Scholar
Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal 81, 285–300.Google Scholar
Furstenberg, G., Levet, S., English, K. & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The Cultura project. Language Learning and Technology 5, 55–102.Google Scholar
Gabaudan, O. (2016). Too soon to fly the coop? Online journaling to support students’ learning during their Erasmus study visit. ReCALL 28.2, 123–146.Google Scholar
Gebhard, M., Shin, D. & Seger, W. (2011). Blogging and emergent L2 literacy development in an urban elementary school: A functional perspective. CALICO Journal 28.2, 278–307.Google Scholar
Gibson, J. (1979). The ecological approach to visual perception. Hillsdale, NJ: Erlbaum.Google Scholar
Godwin-Jones, R. (2003). Emerging technologies: Blogs and wikis: Environments for on-line collaboration. Language Learning and Technology 7.2, 12–16.Google Scholar
Gonzales, A. (2013). Rapport management and online learning: L2 socialization in Livemocha. In Meskill, C. (ed.), 189–215.Google Scholar
Guth, S. (2009). Personal learning environments for language learning. In Thomas, M. (ed.), 451–471.Google Scholar
Harrison, R. (2013). Profiles in social networking sites for language learning. In Lamy, M. -N. & Zourou, K. (eds.), 100–116.Google Scholar
Harrison, R. & Thomas, M. (2009). Identity in online communities: Social networking sites and language learning. Business 7.2, 109–124.Google Scholar
Herring, S. C., Scheidt, L. A., Bonus, S. & Wright, E. (2005). Weblogs as a bridging genre. Information, Technology & People 18.2, 142–171.Google Scholar
Ho, M. & Savignon, S. (2007). Face-to-face and computer-mediated peer review in EFL writing. CALICO Journal 24.2, 267–290.Google Scholar
Huang, H. (2015). From web-based readers to voice bloggers: EFL learners’ perspectives. Computer Assisted Language Learning 28.2, 145–170.Google Scholar
Jin, L. (2018). Digital affordances on WeChat: Learning Chinese as a second language. Computer Assisted Language Learning 31.1–2, 27–52.Google Scholar
Jin, S. (2015). Using Facebook to promote Korean EFL learners’ intercultural competence. Language Learning and Technology 19.3, 38–51.Google Scholar
Jones, A. (2015). Social media for informal minority language learning: Exploring Welsh learners’ practices. Journal of Interactive Media in Education 1.7, 1–9.Google Scholar
Jones, R., Chik, A. & Hafner, A. (eds.) (2015). Discourse and digital practices: Doing discourse analysis in the digital age. New York: Routledge.Google Scholar
Kelley, J. A. (2010). Social network sites and the ideal L2 self: Using Myspace in a Chinese EFL class. The JALT CALL Journal 6.1, 17–33.Google Scholar
Kennedy, C. & Miceli, T. (2013). In Piazza online: Exploring the use of wikis with beginner foreign language learners. Computer Assisted Language Learning 26.5, 389–411.Google Scholar
Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal 79, 457–476.Google Scholar
Kern, R. (2014). Technology as pharmakon: The promise and perils of the internet for foreign language education. Modern Language Journal 98.1, 340–357.Google Scholar
Kern, R. & Warschauer, M. (2000). Introduction: Theory and practice of network-based language teaching. In Warschauer, M. & Kern, R. (eds.), Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press, 1–19.Google Scholar
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning and Technology 13.1, 79–95.Google Scholar
Kessler, G. & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in wiki space. Computer Assisted Language Learning 23.1, 41–58.Google Scholar
Kessler, G., Bikowski, D. & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning and Technology 16.1, 91–109.Google Scholar
King, B. W. (2015). Wikipedia writing as praxis: Computer-mediated socialization of second-language writers. Language Learning and Technology 19.3, 106–123.Google Scholar
Krause, S. D. (2005). Blogs as a tool for teaching. The Chronicle of Higher Education. Retrieved from http://www.stevendkrause.com/academic/che_blog.pdf.Google Scholar
Kulavuz-Onal, D. & Vásquez, C. (2018). ‘Thanks, shokran, gracias’: Translingual practices in a Facebook group. Language Learning and Technology 22.1, 240–255.Google Scholar
Lafford, B. A. (2009). Toward an ecological CALL: Update to Garrett (1991). Modern Language Journal 93.s1, 673–696.Google Scholar
Lai, C., Hu, X. & Lyu, B. (2018). Understanding the nature of learners’ out-of-class language learning experience with technology. Computer Assisted Language Learning 31.1–2, 114–143.Google Scholar
Lai, C., Lei, C. & Liu, Y. (2016). The nature of collaboration and perceived learning in wiki-based collaborative writing. Australasian Journal of Educational Technology 32.3, 80–95.Google Scholar
Lam, W. S. E. (2000). Second language literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly 34, 457–483.Google Scholar
Lam, W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology 8.3, 44–65.Google Scholar
Lamy, M. -N. (2013). ‘We don't' have to always post stuff to help us learn’: Informal learning through social networking in a beginners' Chinese group. In Meskill, C. (ed.), 219–137.Google Scholar
Lamy, M. -N. & Zourou, K. (eds.) (2013). Social networking for language education. Basingstoke: Palgrave-Macmillan.Google Scholar
Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd edn.). Maidenhead: Open University Press.Google Scholar
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.Cambridge: Cambridge University Press.Google Scholar
Lee, J. S. (2006). Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning and Technology 10.2, 93–113.Google Scholar
Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: A study of Spanish-American telecollaboration. Computer Assisted Language Learning 22.5, 425–443.Google Scholar
Lee, L. (2012). Engaging study abroad students in intercultural learning through blogging and ethnographic interviews. Foreign Language Annals 45.1, 7–21.Google Scholar
Lee, H. & Wang, P. (2013). Discussing the factors contributing to students’ involvement in an EFL collaborative wiki project. ReCALL 25, 233–249.Google Scholar
Li, M. & Zhu, W. (2017). Explaining dynamic interactions in wiki-based collaborative writing. Language Learning & Technology 21.2, 96–120.Google Scholar
Liaw, M. & English, K. (2013). On-line and off-site: Student-driven development of the Taiwan-France teleocolaborative project Beyond These Walls. In Lamy, M. -N & Zourou, K., 158–175.Google Scholar
Lin, M. H., Groom, N. & Lin, C. -Y. (2013). Blog-assisted learning in the ESL writing classroom: A phenomenological analysis. Educational Technology and Society 16.3, 130–139.Google Scholar
Lin, C. -H., Warschauer, M. & Blake, R. (2016). Language learning through social networks: Perception and reality. Language Learning and Technology 20.1, 124–147.Google Scholar
Liu, M., Abe, K., Cao, M., Liu, S., Ok, D., Park, J., Parrish, C. & Sardegna, V. (2015). An analysis of social network websites for language learning: Implications for teaching and learning ESL. CALICO Journal 32.1, 113–152.Google Scholar
Liu, M., Evans, M. K., Horwitz, E., Lee, S., Mccrory, M., Park, J. & Parrish, C. (2013). A study of the use of social network sites for language students. In Lamy, M. -N. & Zourou, K. (eds.), 137–157.Google Scholar
Liu, S. H.- J. (2017). Text-based negotiated interaction of NNS-NNS and NNS-NS dyads on Facebook. ReCALL 29.3, 294–312.Google Scholar
Lomicka, L. & Lord, G. (eds.) (2009). The next generation: Social networking and online collaboration in foreign language learning. CALICO Monograph Series 9. San Marcos: CALICO.Google Scholar
Lomicka, L. & Lord, G. (2011). A tale of tweets: Analyzing microblogging among language learners. System 40, 48–63.Google Scholar
Lund, A. (2008). Wikis: A collective approach to language production. ReCALL 20, 35–54.Google Scholar
Mak, B. & Coniam, D. (2008). Using wikis to enhance and develop writing skills among secondary school students in Hong Kong. System 36, 437–455.Google Scholar
McBride, K. (2009). Social networking sites in foreign language classes: Opportunities for re-creation. In Lomicka, L. & Lord, G. (eds.), 35–58.Google Scholar
McCarty, S. (2009). Social networking behind student lines in Japan. In Thomas, M. (ed.), 181–201.Google Scholar
Meskill, C. (ed.) (2013). Online teaching and learning: Sociocultural perspectives. London: Bloomsbury.Google Scholar
Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement and shared repertoire. CALICO Journal 28.2, 345–368.Google Scholar
Musser, J., O'Reilly, T. & the O'Reilly Radar Team (2006). Web 2.0 principles and best practices. Sebastopol, CA: O'Reilly.Google Scholar
Nations, D. (2015). What is social media? Explaining the big trend. http://webtrends.about.com/od/web20/a/social-media.htm.Google Scholar
Norris, J. & Ortega, L. (2006). The value and practice of research synthesis for language teaching. In Norris, J. & Ortega, L. (eds.), Synthesizing research on language learning and teaching. Amsterdam: Benjamins, 1–50.Google Scholar
Orsini-Jones, M., Brick, B. & Pibworth, L. (2013). Practicing language interaction in social networking sites: The ‘expert student's’ perspective on personalized language learning. In Zou, B., Xing, M., Xiang, C. H., Wang, Y. & Sun, M. (eds.), Computer-assisted foreign language teaching and learning: Technological advances. Hershey: IGI, 40–53.Google Scholar
Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning and Technology 1.1, 82–93.Google Scholar
Özdemir, E. (2017). Promoting EFL learners’ intercultural communication effectiveness: A focus on Facebook. Computer Assisted Language Learning 30.6, 510–528.Google Scholar
Page, R., Barton, D., Unger, J. W. & Zappovigna, M. (eds.) (2014). Researching language and social media: A student guide. London: Routledge.Google Scholar
Pasfield-Neofitou, S. (2011). Online domains of language use: Second language learners' experiences of virtual community and foreignness. Language Learning and Technology 15.2, 92–108.Google Scholar
Pellet, S. (2012). Wikis for building content knowledge in the foreign language classroom. CALICO Journal 29.2, 224–248.Google Scholar
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9.5, 2–6.Google Scholar
Prichard, C. (2013). Training L2 learners to use Facebook appropriately and effectively.CALICO Journal 30.2, 204–225.Google Scholar
Raith, T. (2009). The use of weblogs in language education. In Thomas, M. (ed.), 274–291.Google Scholar
Reinhardt, J. (2012). Accommodating divergent frameworks in analysis of technology-mediated interaction. In Dooly, M. & O'Dowd, R. (eds.), Researching online interaction and exchange in foreign language education: Current trends and issues. Frankfurt: Peter Lang, 45–77.Google Scholar
Reinhardt, J. & Chen, H. (2013). An ecological analysis of social networking site-mediated identity development. In Lamy, M. -N. & Zourou, K. (eds.), 11–30.Google Scholar
Reinhardt, J. & Ryu, J. (2013). Using social network-mediated bridging activities to develop socio-pragmatic awareness in elementary Korean. International Journal of Computer Assisted Language Learning and Teaching 3.3, 18–33.Google Scholar
Reinhardt, J. & Thorne, S. (2011). Beyond comparisons: Frameworks for developing digital L2 literacies. In Arnold, N. & Ducate, L. (eds.), Present and future promises of CALL: From theory and research to new directions in language teaching. San Marcos, TX: CALICO, 257–280.Google Scholar
Reinhardt, J. & Zander, V. (2011). Social networking in an intensive English program classroom: A language socialization perspective. CALICO Journal 28.2, 326–344.Google Scholar
Rosell-Aguilar, F. (2013). Podcasting for language learning through iTunes U: The learner's view. Language Learning and Technology 17.3, 74–93.Google Scholar
Rott, S. & Weber, E. (2013). Preparing students to use wiki software as a collaborative learning tool. CALICO Journal 30.2, 170–203.Google Scholar
Schreiber, B. R. (2015). ‘I am what I am’: Multilingual identity and digital translanguaging. Language Learning and Technology 19.3, 69–87.Google Scholar
Selwyn, N. (ed.). (2008). Education 2.0? Designing the web for teaching and learning. London: Teaching and Learning Research Program.Google Scholar
Shah, S. (2016, May 12). The history of social networking. http://www.digitaltrends.com/features/the-history-of-social-networking/.Google Scholar
Sockett, G. (2014). The online informal learning of English. Basingstoke: Palgrave-Macmillan.Google Scholar
Solmaz, O. (2015). Multilingual students’ management of transnational identities in online participatory sites. Ph.D. dissertation. University of Arizona.Google Scholar
Sylven, P. & Sundqvist, L. K. (2016). Extramural English in teaching and learning. Basingstoke: Palgrave-Macmillan.Google Scholar
Standage, T. (2013). Writing on the wall: Social media – the first 2,000 years. New York: Bloomsbury.Google Scholar
Statista (2018). Number of social media users worldwide from 2010 to 2021 (in billions). http://www.statista.com/statistics/278414/number-of-worldwide-social-network-users/.Google Scholar
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.Google Scholar
Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics 31, 275–288.Google Scholar
Sun, Y. & Chang, Y. (2012). Blogging to learn: Becoming EFL academic writers through collaborative dialogues. Language Learning and Technology 16.1, 43–61.Google Scholar
Thomas, M. (ed.) (2009). Handbook of research on Web 2.0 and second language learning. Hershey: IGI.Google Scholar
Thorne, S. (2003). Artifacts and cultures of use in intercultural communication. Language Learning and Technology 7, 38–67.Google Scholar
Thorne, S. L. & Fischer, I. (2012). Online gaming as sociable media. Apprentissage des Langues et Systèmes d'Information et de Communication 15.1, https://alsic.revues.org/2450.Google Scholar
van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Dordrecht: Kluwer.Google Scholar
Vandergriff, I. (2015). Exercising learner agency in forum interactions in a professionally moderated language learning networking site. In Dixon, E. & Thomas, M. (eds.), 213–236.Google Scholar
Vandergriff, I. (2016). Second-language discourse in the digital world: Linguistic and social practices in and beyond the networked classroom. Amsterdam/Philadelphia: John Benjamins.Google Scholar
Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies 30.6, 1024–1054.Google Scholar
Vurdien, R. (2013). Enhancing writing skills through blogging in an advanced English as a foreign language class in Spain. Computer Assisted Language Learning 26.2, 126–143.Google Scholar
Wang, S. & Kim, D. (2014). Incorporating Facebook in an intermediate-level Chinese language course: A case study. IALLT Journal of Language Learning Technologies 44.1, 38–78.Google Scholar
Wang, S. & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal 29.3, 412–430.Google Scholar
Ward, J. (2004). Blog assisted language learning (BALL): Push button publishing for the pupils. TEFL Web Journal 3.1, 1–16.Google Scholar
Ware, P. (2005). ‘Missed’ communication in online communication: Tensions in a German-American telecollaboration. Language Learning and Technology 9.2, 64–89.Google Scholar
Warner, C. & Chen, H. -I. (2017). Designing talk in social networks: What Facebook teaches about conversation. Language Learning and Technology 21.2, 121–138.Google Scholar
Warschauer, M. (ed.) (1996). Telecollaboration in foreign language learning. Honolulu: University of Hawai‘i Second Language Teaching and Curriculum Center.Google Scholar
Warschauer, M. & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics 27, 1–23.Google Scholar
Wikipedia (2017). About Wikipedia. https://en.wikipedia.org/wiki/Wikipedia:About.Google Scholar
Wikipedia (2017). History of wikis. https://en.wikipedia.org/wiki/History_of_wikis.Google Scholar
Wiktionary (2017). ‘Wiki’. https://en.wiktionary.org/wiki/wiki.Google Scholar
Williams, L., Abraham, L. & Bostelmann, E. (2014). A survey-driven study of the use of digital tools for language learning and teaching. In Guikema, J. P. & Williams, L. (eds.), Digital literacies in foreign and second language education. San Marcos, TX: CALICO, 29–67.Google Scholar
Wilson, R., Gosling, S. & Graham, L. (2012). A review of Facebook research in the social sciences. Perspectives on Psychological Science 7.3, 203–220.Google Scholar
Yang, D. (2011). Learner interpretations of shared space in multilateral English blogging. Language Learning and Technology 15.1, 122–146.Google Scholar
Yang, Y., Crook, C. & O'Malley, C. (2014). Can a social networking site support afterschool group learning of Mandarin? Learning, Media and Technology 39.3, 267–282.Google Scholar
Yen, Y., Hou, H. & Chang, K. (2015). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: A case study in Taiwan. Computer Assisted Language Learning 28.5, 383–406.Google Scholar
Yim, S. & Warschauer, M. (2017). Web-based collaborative writing in L2 contexts: Methodological insights from text mining. Language Learning and Technology 21.2, 146–165.Google Scholar
Zhao, S., Grasmuck, S. & Martin, J. (2008). Identity construction on Facebook: Digital empowerment in anchored relationships. Computers in Human Behavior 24, 1816–1836.Google Scholar
Zhu, Y. -Q. & Chen, H. -G. (2015). Social media and human need satisfaction: Implications for social media marketing. Business Horizons 58, 335–345.Google Scholar
Zourou, K. (2012). On the attractiveness of social media for language learning: A look at the state of the art. Apprentissage des Langues et Systèmes d'Information et de Communication 15.1. https://alsic.revues.org/2436.Google Scholar
Zourou, K. & Lamy, M. -N. (2013). Introduction. In Lamy, M. -N. & Zourou, K. (eds.), 1–10.Google Scholar
Zourou, K. & Loiseau, M. (2013). Bridging design and language interaction and reuse in Livemocha's culture space. In Lamy, M. -N. & Zourou, K. (eds.), 77–79.Google Scholar
Zourou, K., Potolia, A. & Zourou, F. (2017). Informal social networking for language learning: Insights into autonomy stances. In Lewis, T., Rivens Mompean, A. & Cappellini, T. (eds.), Learner autonomy and Web 2.0. San Marcos, TX: CALICO, 141–167.Google Scholar