A Follow-Up Study of the Facebook Project for Japanese University Students: Has It Been Enhancing Student Interaction, Learner Autonomy, and English Learning?

Autor/in	Hamada, Mayumi
Titel	A Follow-Up Study of the Facebook Project for Japanese University Students: Has It Been Enhancing Student Interaction, Learner Autonomy, and English Learning?
Quelle	(2014), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Social Media; College Students; Followup Studies; Personal Autonomy; English (Second Language); Second Language Learning; Interpersonal Relationship; Computer Uses in Education; Student Attitudes; Student Improvement; Student Surveys; Japan + Suchen Sie Ihr Suchwort? Ausland; Soziale Medien; Collegestudent; Follow-up studies; Kontaktstudium; Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Computernutzung; Schülerverhalten; Schülerbefragung
Abstract	This is a follow-up study of the Facebook (FB) project conducted from October 2011 to January 2013. The purpose of the project was to investigate how FB can help Japanese university students improve their English, and determine whether FB can facilitate student interaction and learner autonomy by integrating FB activities into English lessons. In the first semester, the students started to use FB for their English study. The results showed that the students' overall reaction to FB was positive and the project developed their English ability and facilitated learner autonomy to some extent. In the following year, the students were given an opportunity to exchange information and opinions with American university students. It was found that the project encouraged the students to become interested in learning about cultural differences. The project also facilitated learner autonomy to a larger extent and helped improve the students' English ability, especially in regard to grammar and vocabulary. In this study, I will present further results of the project based on a survey conducted one year after the project ended. I will also discuss whether and how FB has been facilitating learner autonomy, English learning, and student interaction in the absence of teacher-directed assignments. [For full proceedings, see ED565087.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01