從非正式學習探索台灣學生英文臉書學習社群之使用
計 畫 類 別 ： 個別型 計 畫 編 號 ： NSC 101-2410-H-004-173- 執 行 期 間 ： 101 年 08 月 01 日至 102 年 07 月 31 日 執 行 單 位 ： 國立政治大學外文中心 計 畫 主 持 人 ： 劉怡君 計畫參與人員： 此計畫無其他參與人員 報 告 附 件 ： 出席國際會議研究心得報告及發表論文 公 開 資 訊 ： 本計畫涉及專利或其他智慧財產權，2 年後可公開查詢中 華 民 國 102 年 10 月 29 日
運用，並且已經無法抗拒的改變了社交與學習的互動模式。 臉書是該技術的運用之一，也是最受歡迎的社群網站。目前 全球使用者已經超過了七十億人口，在台灣也已經有超過一 億個臉書帳戶註冊使用。臉書這樣無遠弗屆的影響力直接或 間接地讓教育學者們躍躍欲試。許多學者或教師將臉書應用 到課室中，輔助課室教學，因此，也陸陸續續有許多研究報 告相繼而生。有許多研究指出，臉書的多元社交功能、互動 回饋、以及友善的介面設計，對學校學習具有良好的輔助潛 力。然而卻又有學者的研究指出，臉書在學生學習上的輔助 效益不佳，大多數的學生將之視為社交工具而非學習工具。 臉書的教學應用上目前為止研究數量有限，研究成果不一， 但是一致的看法是它在學生們彼此社交互動上提供方便有趣 的網路空間。學者們願意相信臉書可以協助學生學習到課室 以外的學習項目，但是對於詳細的課室外學習研究，卻又鳳 毛麟角，付之闕如。本研究嘗試要探索學生在臉書上的非正 式學習。 研究問題如下: 1. 學生對臉書學習英文的感知 2. 學生透過臉書使用的非正式學習可以學習到甚麼? 筆者與四十名大一新生在臉書上互動一年收集多元資料以分 析學生的臉書非正式學習動態。資料包含: 學生臉書的文字 檔案、反思日記、問卷、面談，以及期中期末考卷。本研究 根據 Eraut (2004)的八項非正式學習分析量表來分析這些收 集來的資料。透過資料深度分析與交叉比對，歸納出學生的 非正式學習三種型態。 中文關鍵詞： 臉書、非正式學習、線上學習社群 英 文 摘 要 ： ABSTRACT
Web 2.0 technologies, which involve interactive information sharing and collaboration, have offered compelling changes in social communication and created diversified possibilities for learning and teaching. Facebook (FB), as one of the most popular online CMC tools, has increasing global users over 700 million, and more than 10 million FB accounts have been registered in Taiwan (CRM2 Customer-centered co. 2011, 07, 20). Proliferating studies have illustrated the significance of FB in terms of its multifunction social network and suggested its potential for effective academic practice due to its
believed to be able to serve as a virtual learning community offering students the learning that can not be acquired through formal learning settings.
However, insufficient research has investigated effects of FB serving as a learning community, and little research has studied students＇ informal learning through community practices of FB. This study attempts to explore students＇ informal learning through participating in a FB English learning community. The research questions are: 1. What is students＇ perception of FB communities on English learning?
2. What can students learn informally through community practices of FB?
The researcher interacted with 40 freshmen at a FB virtual community of College English over a year. Multiple data were collected including students＇ FB exchanging texts, reflections, one survey, one
interview and students＇ exam papers. Through adapting Eraut＇s (2004) 8 indicators of informal learning, the researcher assessed these 40
participants＇ FB informal learning. Three types of students＇ FB informal learning were inductively emerged through data triangulation and exhaustive data analysis: academic knowledge and skills, social interaction, and motivation. Further analysis about how the FB virtual context interplays with students＇ informal learning and teaching implications of using FB as learning communities will be discussed.
REFERENCE
Mason, R. (2006). Learning technologies for adult continuing education. Studies in
Continuing Education, 28, 2, 121-133.
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing
行政院國家科學委員會補助專題研究計畫
□期中進度報告
期末報告
□
從非正式學習探索台灣學生英文臉書學習社群之使用
計畫類別：□個別型計畫 □整合型計畫
計畫編號：NSC 101-2410-H-004-173
執行期間： 2012 年 8 月 1 日至 2013 年 7 月 31 日
執行機構及系所：國立政治大學 外文中心
計畫主持人：劉怡君
本計畫除繳交成果報告外，另含下列出國報告，共 _1__ 份：
□移地研究心得報告
□出席國際學術會議心得報告
□國際合作研究計畫國外研究報告
處理方式：除列管計畫及下列情形者外，得立即公開查詢
□涉及專利或其他智慧財產權，□一年□二年後可公開查詢
中 華 民 國 102 年 10 月 17 日
中文摘要:
網路使用者彼此間可以互動合作的 Web 2.0 技術已經被廣泛運用，並且已經無法抗拒的 改變了社交與學習的互動模式。臉書是該技術的運用之一，也是最受歡迎的社群網站。 目前全球使用者已經超過了七十億人口，在台灣也已經有超過一億個臉書帳戶註冊使用。 臉書這樣無遠弗屆的影響力直接或間接地讓教育學者們躍躍欲試。許多學者或教師將臉 書應用到課室中，輔助課室教學，因此，也陸陸續續有許多研究報告相繼而生。有許多 研究指出，臉書的多元社交功能、互動回饋、以及友善的介面設計，對學校學習具有良 好的輔助潛力。然而卻又有學者的研究指出，臉書在學生學習上的輔助效益不佳，大多 數的學生將之視為社交工具而非學習工具。臉書的教學應用上目前為止研究數量有限， 研究成果不一，但是一致的看法是它在學生們彼此社交互動上提供方便有趣的網路空間。 學者們願意相信臉書可以協助學生學習到課室以外的學習項目，但是對於詳細的課室外 學習研究，卻又鳳毛麟角，付之闕如。本研究嘗試要探索學生在臉書上的非正式學習。 研究問題如下: 1. 學生對臉書學習英文的感知 2. 學生透過臉書使用的非正式學習可以學習到甚麼? 筆者與四十名大一新生在臉書上互動一年收集多元資料以分析學生的臉書非正式學習 動態。資料包含: 學生臉書的文字檔案、反思日記、問卷、面談，以及期中期末考卷。 本研究根據 Eraut (2004)的八項非正式學習分析量表來分析這些收集來的資料。透過資 料深度分析與交叉比對，歸納出學生的非正式學習三種型態。 關鍵字: 臉書、非正式學習、網路學習社群Abstract
Web 2.0 technologies, which involve interactive information sharing and collaboration, have offered compelling changes in social communication and created diversified possibilities for learning and teaching. Facebook (FB), as one of the most popular online CMC tools, has increasing global users over 700 million, and more than 10 million FB accounts have been registered in Taiwan (CRM2 Customer-centered co. 2011, 07, 20). Proliferating studies have illustrated the significance of FB in terms of its multifunction social network and suggested its potential for effective academic practice due to its reflective qualities, mechanisms of peer feedback and collaborative models (Mason, 2006). Therefore, FB is believed to be able to serve as a virtual learning community offering students the learning that can not be acquired through formal learning settings. However, insufficient research has investigated effects of FB serving as a learning community, and little research has studied students’ informal learning through community practices of FB. This study attempts to explore students’ informal learning through participating in a FB English learning community. The research questions are:
1. What is students’ perception of FB communities on English learning? 2. What can students learn informally through community practices of FB?
The researcher interacted with 40 freshmen at a FB virtual community of College English over a year. Multiple data were collected including students’ FB exchanging texts, reflections, one survey, one interview and students’ exam papers. Through adapting Eraut’s (2004) 8 indicators of informal learning, the researcher assessed these 40 participants’ FB informal learning. Three types of students’ FB informal learning were inductively emerged through data triangulation and exhaustive data analysis: academic knowledge and skills, social
interaction, and motivation. Further analysis about how the FB virtual context interplays with students’ informal learning and teaching implications of using FB as learning communities will be discussed.
REFERENCE
Mason, R. (2006). Learning technologies for adult continuing education. Studies in Continuing Education, 28, 2, 121-133.
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 2, 247-273
Exploring Facebook Learning Communities through EFL Students’ Informal Learning
INTRODUCTION (前言)
Web 2.0 technologies, which involve interactive information sharing and collaboration,
have offered compelling changes in social communication and created diversified possibilities
for learning and teaching. Facebook (FB), as one of the most popular online CMC tools, has
increasing global users over 700 million cross nationally, and more than 10 million FB
accounts have been registered in Taiwan (CRM2 Customer-centered co. 2011, 07, 20).
Proliferating studies have illustrated the significance of FB in terms of its multifunction social
network and suggested its potential for effective academic practice due to its reflective
qualities, mechanisms of peer feedback and collaborative models (Mason, 2006). Therefore,
FB is believed to be able to serve as a virtual learning community offering students the
learning that can not be acquired through formal learning settings. However, insufficient
research has investigated effects of FB serving as a learning community, and little research has studied students’ informal learning through community practices of FB.
PURPOSE (研究目的)
This study attempts to explore students’ informal learning through participating in a FB English learning community.
Facebook as an informal learning community
Facebook has become one of the most popular social media website for college
students, and research shows that 85-99% of college students use Facebook globally
(Hargittai, 2008; Jones and Fox, 2009; Junco, 2011; Matney and Borland, 2009; Smith and
Caruso, 2010). The use of Facebook is growing, and social networking sites (SNSs) has been
regarded as powerful channels for informal and unstructured learning because their social
networking offers the opportunity to engage participants, to promote critical thinking (Bugeja,
2006), to resist asymmetrical power relationships (Selwyn, 2009), and to motivate students’
learning (Ziegler, 2007). Thus, there is a great deal of academic interest in the impact these
technologies may have on student informal learning (Abramson, 2011; Kamenetz, 2011).
Informal learning
As Allen Tough (1978) has observed, beneath this visible educational pyramid, informal
learning constitutes the huge submerged part of the iceberg of adult learning activities.
Informal learning, usually is ignored, unrecognized or taken for granted as simply day-to-day
getting by, represents our most important learning for coping with our changing environment.
In his study of 4000 middle school students in the USA, Spires et al (2008) suggested
that more creative, interactive and media-oriented uses of technology in school would lead to
students’ increased engagement.
always occurs with our without our conscious awareness. Eraut (2004) defined informal
learning as “learning that comes closer to the informal end than the formal end of a
continuum.” The end of the continuum of formal learning or deliberative learning refers to the
learning where there is a definite learning goal and preset curriculum for interacting
participants to acquire new knowledge. Characteristics of the informal end of the learning
continuum include implicit, unintended, opportunistic and unstructured learning. Likewise,
Greenhow and Robelia (2009) defined informal learning as “spontaneous, experiential, and
unplanned” (p. 122). Despite informal learning is not highly structured learning, it may occur
in formal institutions (Marsick and Watkins, 2001) and take place en passant explicit learning
(Eraut, 2004).
When individuals learn incidentally, their learning may be taken for granted, tacit or
unconscious (Marsick and Watkins, 2001). Eraut (2004) indicated concerns of informal
learning:
(1) Informal learning is largely invisible, because much of it is either taken for granted or
not recognized as learning; thus, respondents lack awareness of their own learning
(2) The resultant knowledge is either tacit or regarded as part of a person’s general
capability, rather than something that has been learned;
(3) Discourse about learning is dominated by codified, propositional knowledge, so
the nature of their expertise (p.249).
METHOD (研究方法)
Participants and contexts
A qualitative study was conducted at a top-tier national university in Taiwan to explore
students’ informal learning at a FB English learning community. Convenience sampling
method was used. Forty Taiwanese freshmen taking the course of “College English” taught by
the teacher-researcher participated in this research. The participants’ English proficiency fell
into the range between intermediate to high-intermediate level. The English class, which was
compulsive for a school year, focused on general academic English skills in respect of
listening, reading, writing and speaking. However, the teacher-researcher only collected the
data in the second semester because students might need time to become acquainted with one
another, and acquaintance affected their motivation of using FB. The themes that had been
covered in the second semester included popular topics, such as relationships, clothes and
shopping, science and technology, superstitions, media, arts, and animal rights. Students were
tested twice (midterm/final) in a semester. The tests consisted of listening (dictating the
sentences played through the computer), speaking (answering the questions relating to the
themes that had been taught and discussed in class), and writing (writing an argumentative
short essay to argue an issue). Besides the traditional formal English education taught in the
English to encourage students’ extra English practices. This FB informal learning community
was a semipublic context in which all profiles were set to be viewed by “friends” only.
Students could either create a new account or use their old ones to join this FB community of
College English. Their FB participation counted for 5% within the grading distribution.
Though the teacher-researcher encouraged students to use English to post up their daily life
jottings, to interact with their peers, to do some course related exercises or discussions, and
read or watch the posted articles or films at the FB, no specific homework or required time
students need to fulfill. To encouraging students’ interaction, the teacher-researcher posted
course related information and theme related articles, films, music, pictures and questions or
comments at the FB in English regularly. She also responded to students’ posts and provided
comments or suggestions to students’ writing exercises. Students were free to interact the way
that they felt comfortable with to share their writings, feedbacks and feelings, or they could
simply press the “like” button or do nothing. Setting up this FB English learning community
was based on the belief that FB would provide an alternative channel for students to practice
English after school. It was also hoped that, according to learning community theory , the
Taiwanese students would be motivated to write in English and enhance their English literacy
through community practice.
Data Collection
perceived the FB English learning community including students’ midterm exam papers, two
reflection papers, one survey, one interview, and students’ FB texts. I investigated students’
perception about the FB learning community by the reflection journal and the survey;
however, I intentionally avoided asking students questions about Facebook community but
only focusing on their learning attitudes and habits during their individual interview in order
to minimize the possibility that might mislead students’ answers. I later cross compared their
reflection, survey and interview data with the students’ FB texts and their midterm exam
papers to investigate what FB facilitated their learning implicitly.
During the second semester, the students were asked to turn in 1 reflection paper, which
was designed to elicit students’ deep reflection about their FB interaction experiences,
including what they had encountered and learned through the FB community participation
(see Appendix 1). One survey and one semi-structured interview were conducted at the mid of
the semester. Students were surveyed about the effects of FB on their English learning and
their participation in and attitude toward the FB learning community. Adapting Eraut’s (2004)
eight indicators of informal learning, I designed the survey questionnaire (see Appendix 2) in
terms of : (1) task performance (e.g. speed and fluency), (2) role performance (e.g. supporting
other people’s learning), (3) awareness and understanding (e.g. contexts and situations,
problems and strategies), (4) personal development (e.g. self-evaluation, disposition to consult,
ability to learn from experience), (5) teamwork (e.g. facilitating social relations, collaborative
work), (6) academic knowledge and skills (e.g. accessing formal knowledge, knowing what
you might need to know), (7) decision making and problem solving (e.g. when to seek expert
help, generating, formulating and evaluating options), (8) judgment (e.g. quality of
performance, output and outcomes, value issues) (p.268).
Moreover, a semi-structured interview (see Appendix 3) was conducted in order to
understand students’ learning behind their academic performances. With the concerns that
students might not be sensitive enough to perceive their informal learning, and most of the
informal learning is tacit, therefore, instead of interviewing students directly about what they
had learned through FB, I adopted Eraut’s (2004) suggestion by asking circular questions.
For example, I asked students to start by delineating their learning habits and attitudes in
general. Then, they recalled what the differences were in their learning habits and attitudes
in this school year. Students were also interviewed about what types of knowledge, skills, or
competence were needed to do their school work, how they prepared their midterm exam,
how they solved their learning problems, how they came up with their learning strategies,
and what and how they would like to change their learning strategies for their final exam
(p.249). Through students’ interview replies, whether FB learning community supports one’s
learning can be elicited.
analyzed to examine how their FB participation affected their test performance.
Data analysis
To enhance the reliability of data analysis, two trained assistants examined the collected
data. First, we triangulated the interview data and students’ reflection journals to identify the
students’ perceptions of FB effects on their informal learning. The two assistants scrutinized
the collected qualitative data and marked each meaningful chunk with summary words.
Exhaustive data analysis was used for categorization. I created categories to group similar
comments together. Data were sorted and resorted in order to be categorized. If the existed
category did not fit the data, a new category would be created accordingly. After sorting out
the categories, the two assistants compared their categories and discussed the inconsistent
ones with the researcher to reach consensus. The inner rater reliability is 89.5%. Second,
through triangulating students’ perceptions, their survey results and their test performance,
students’ perception of the learning community were discussed, and three types of students’
FB informal learning were inductively emerged: academic knowledge and skills, social
collaboration, and motivation.
RESULTS AND ANALYSIS (結果與討論)
RQ 1.What is the students’ perception of the FB communities on English learning?
While asking questions regarding “role performance,” 88% of the students said their purpose of participating in this FB English community was to learn English, and 93% (mean=
3.3) frankly pointed out their participation in the College English FB was for the sake of their
grade. These results suggest that the participants positioned themselves as learners or students
at the FB learning community. Though they concerned the 5% grade of FB participation, only
5% of the students would like to leave trace to notify the teacher by posting their comments.
Moreover, half of the participants (50%, mean= 2.6) considered their English was not good
enough to share their thoughts or feelings. Participants’ learner/student identity mixed with
identity of diffidence in English might make them feel embarrassed or uncomfortable to share
or to comment in English, therefore, contribute to their lurking around in the virtual
community and resulted in their perception of their participation in the FB learning
community as course work, as disinclination, and as power negotiation. Although Slater (2002)
argued that new media provide spaces for participants to perform or create whatever identity
they choose, the participants’ identity at this FB learning community seemed to disagree with
Slater’s suggestion.
FB participation as course work
In the first semester, students’ participation of this FB community was counted for extra
points. Due to the fact that very few students had participated in the community, I made the
FB participation as 5% of the total grade in the second semester. I considered the 5% would
not make the FB community a high-stakes that imposed all the students to participate in but
learning. In other words, I expected that the FB community of College English could be
inviting but still a freewill choice of the participants. Though the FB was intentionally
designed to be a community for students to freely practice English and exchange or share
their thoughts in English, 93% of the participants visited the learning community for sake of
their English grade. Most of the participants perceived this FB learning community as a
virtual classroom of their College English where they could exercise test related writings and
expected the teacher’s comments or corrections. According to the survey, 85% of the
participants considered the FB community beneficial for their midterm and final examinations.
Additionally, participants identified themselves as learners/students at the FB learning
community. As a result, they visited the FB community or posted their test related writings
only when the midterm or final examinations were approaching, and they took my
encouragement, which suggested them share their writing exercises or comment peers’ posts
at the FB, as “homework assignment.” Oftentimes, students clicked the “like” button on my
posts or tagged me with a note for help such as, “please help me correct places where i put
question marks. i'm not that sure about what the author meant while writing. and please do
me a favor to make the traslation more smooth and accurate. thanks” ( Kun-Ru, FB texts
retrieved from 5/14/2012). The following excerpts illustrate students’ perception toward the
FB learning community.
English course or I hardly enter it.”
“On Facebook, I could both practice writing and reading. Because I just tag teacher, a simple movement, my teacher can read my writing and tell what’s wrong in few minutes…it
helped me to prepare my final exam very much.”
“In fact, I seldom go to facebook. If this week we have a topic to write an essay, I’ll go on facebook maybe twice a week to put my essay on it. And after few days, I will go on
facebook to look other classmates or teacher’s comments.”
“I go to FB about once a week, mainly hand in my homework or get some information about the class.”
FB participation as disinclination
According to the survey, over half of the participants (63%) reported that they usually
spent 2 and more hours on their personal FB every day, but 98% claimed that they only spent
less than one hour on the FB of college English per day. Most of the students explained their
infrequent participation as a result from inconvenience and indisposition in their survey. For
example:
“I don’t login in to the FB for College English because I have already had my own original FB. It’s troublesome to log out my FB account in order to log in the College English
account.”
Facebook. Occasionally, I go to the College English FB, but not many people there and not so
many updates there. The English FB is boring to me.”
“I am very busy and lazy. Usually after I log off from my personal Facebook account, I don’t feel like to go to the College English Facebook. It’s inconvenient.”
“It makes me feel annoyed to use Facebook on English. If I have to use Facebook in English, I would rather choose not to post anything at all because I can’t use English to
express what I want to say.”
“For me, logging on the College English FB is just like a homework. Because the friends there are ‘classmates,’ it can’t make me enjoy it.”
FB participation as power negotiation
Most of the students lurked around in the FB community and seldom left trace.
According to the survey, when asked about their general behavior on the FB of college
English, only one and four participants respectively reported to be explicit learners who “actively posted articles as well as read and responded to the others” and “actively posted articles, but occasionally read and responded to the others.” The majority of the participants (88%) acted more like implicit learners who “inactively posted articles, but often read the other’s article” (10 participants, 25%), “inactively posted articles, but often read the others’ articles and responded with ‘like’” (15 participants, 38%) or “inactively posted and read articles” (10 participants, 25%).
All the participants in the same class of College English came from different disciplines.
They knew one another but might not be well acquainted. Since all the students were required
to use English to interact in the FB learning community and registered with their real names,
many students felt embarrassed to share in English due to concern of their English proficiency.
Based on the survey, over half (56%, mean=2.7) of the participants considered their English was not good enough to make comments on the others’ posts. The other students’ did not like to respond at the FB community because they did not feel comfortable to offer comments
(18%), and it was time consuming to reply in English (17%). In other words, most of the
students seemed to have low confidence in their English ability. The following survey
responses illustrate the typical phenomenon:
“I never provide comments on other’s writings because I think I don’t have the ability, and I’m afraid of leaving something wrong and absurd.”
“Some classmates’ posts were written excellently. My English is not as good as them, so I usually feel pressure to reply in English.”
“Honestly speaking, I seldom go to Facebook. During my little time to use it, I usually just read the writings that my classmates wrote, but I’ll never give them any words or ‘Like.’
That so strange, but maybe someday I have the ability that can entirely know what they want
to express I will push the bottom for myself.”
comments even if I am in my personal FB because I don’t like to offend people if we have
different opinions.”
“Though I like to read the others’ posts, I am afraid of making comments because I think I am not qualified to do so. I am not an expert, and I don’t want to provide wrong opinions
that would mislead my friends, and it is embarrassing.”
“My English is not good so usually it takes me a lot of time to write responses in English. Since not so many people log in the College English FB, my response may not be seen and
replied. So, why bother to write and post it?”
Most of the participants preferred reading the posted messages quietly rather than
posting, responding or commenting. Their sparing interaction online involves negotiation of
power relations. French and Raven (1959) suggested that the extent of power depends on the
relationship between or perceptions of the involved parties. They proposed a typology of
social power including, reward, coerciveness, expertise, legitimacy, and referent. Power of
expertise refers to knowledge in a specific domain which leads someone to be perceived as
more powerful than the others. Referent power refers to desire for maintaining relationships
that makes ones be willing to defer to the others to be accepted. Liu (2011), Zuengler’s (1989)
and Woken and Swales’ (1989) found that students who possess domain-related knowledge
can be more discourse dominant than those who have less knowledge. That is, those who considered themselves as “unqualified,” “unprofessional” or “pressured” had positioned
themselves as inferior to those who have better English proficiency. They negotiated their less
powered position by lurking around or quietly observing and learning. For example, one
student reflected in her journal, “I go to Facebook about once a week. The main purpose is to
see others’ writings, especially Lee’s. His posts really deserve to be read and learned by us.”
Lee, the student who was active at the FB learning community, surprisingly indicated that he
liked to share his thoughts but did not feel comfortable to make critiques or critical comments
to the others’ posts because he did not want to be labeled as priggish. This reveals that Lee, on
the one hand, had expert power to actively participate in this FB learning community, but on
the other hand, he perceived referent power from his peers. To be accepted as one of the
members of the class community, he restrained his expert power by not making critiques.
RQ2. What can students learn informally through community practices of FB?
According to the participants’ reflection papers, over half of the participants (57%) agreed that the FB English community motivated their English learning; while almost half of
the participants (43%) disagreed.
Among the participants who did not consider the FB English community motivating,
eleven participants (65%) considered FB was beneficial to their self-evaluation. Eight
participants (47%) perceived that FB facilitated their autonomous learning, 5 participants
(30%) agreed that FB helped their team work, 4 participants (24%) reported that FB helped
social relationship and transformation from High schoolers to universities students.
Among the participants who agreed that the FB English community was motivating, 14
participants (60%) perceived that the FB community helped their self-evaluation, 18
participants (78%) believed that it enhanced their autonomous learning, 5 (22%) took the FB
community as a good channel for team collaboration, 4 participants (17%) reported that it was
good for maintaining social relations, and only two and one student respectively reported that
the FB community was beneficial for their transferring and problem solving.
In other words, regardless of whether the FB community was perceived effective or not,
63 % and 65% of the total students respectively perceived the FB community as a platform
beneficial for self-evaluation and autonomous learning. These results suggest that the majority
of the lurking participants still perceive themselves learning at the FB English community.
Although only 22% of the participants would like to use the FB of college English for
collaborative team work, most of the students considered this FB as an effective channel to
communicate with the teacher (mean= 3.58) and their peers (mean= 2.89).
To explore students’ implicit learning that can hardly be perceived by themselves, I cross compared these results of reflection and survey with their interview, FB texts and their
midterm exam papers. Three types of learning impact emerged inductively: Academic
knowledge and skills, social and collaboration, and motivation.
Based on the survey results, in regard to their “task performance,” 63% of the
participants claimed that their reading ability has been improved due to FB community
participation. And 78% believed that FB learning community contributed to their writing
improvement. Moreover, the survey results also showed that 98% of the participants (mean= 3.45) reported that reading the other students’ posts at the FB of College English helped them understand different perspectives, and 83% (mean= 3.08) reported that reading the other students’ posts enhanced the development of their own opinions. Although most of the participants, including those who had claimed that the FB community is ineffective on their
learning, agreed that this FB learning community helped their autonomous learning, reading
and writing ability, understanding different perspectives, idea generation, and problem
solving.
For example one of the participants, Ming considered the FB learning community barren
in his reflection, “I really don’t think that Fb is that important of a tool when it comes to
facilitating my learning. Take critical thinking for example, how on earth can FB aid critical
thinking? Pressing like cannot do that. Neither can pressing like solve world hunger btw, true
FB increases community participation, but it doesn’t solve anything. Moving on to organizing
& synthesizing information, these skills are definitely not facilitated by FB, of course with the
exception of an intelligent friend helping you via FB. Overall FB not helpful when it comes to
that writing at the FB has little to do with students’ learning. However, comparing his FB texts
and his midterm paper, I found that Ming posted a few writing exercises at the FB of College
English after I had announced that I would test them writing an argumentative essay on issues
relating to media. He was not clear about how to compose an appropriate topic sentence, and I
provided my feedbacks on this problem. Like most of the traditional students, Ming accepted
my advice and replied “i see” to my feedback. In his midterm writing test, Ming successfully
structured topic sentences in his argumentative discussions. Ming’s case suggests that his FB
interaction with the teacher helped him better access the formal knowledge that had high
stakes. His posting writing exercises also reveals that he was looking for helps or
confirmation from the teacher or peers. Posting writing exercise, therefore, can be seen as his
problem solving strategy.
Ling automatically mentioned the FB learning community while being interviewed about
her test preparation method: “I write the essay that teacher wanted us to practice and put it at
the Facebook. I read the criticisms and suggestions provided by the teacher and classmates. I
think it helped a lot…The new way that I will try to practice my final is I will read more other
students’ writings, especially the writing samples that are shared by the teacher.” (Ling,
Interview, 2012). I followed up Ling by asking her what exactly the help she gained from the
FB. Ling could not identify “the help” explicitly but said after pondering, “I think I had better
learn their writing advantage.” When learning involves abstract concept or higher-order
thinking skills, and when this kind of learning is still evolving and not yet ready for explicit
production, most of the learners either can not specify their learning or can not be aware of
their learning. In Ling’s case, her intuitive knowledge about writing could be employed in
tests, but she could not articulate the benefits that she gained from the FB community. This
example echoes Eraut’s (2004) suggestion that tacit knowledge can be used but can not be
articulated (p.253).
Jeng was a student who was quiet in classroom and only lurked but had rarely made
himself be visible at the FB community. Without reading his reflection paper and interviewing
him individually, I would simply regard him as a passive learner. However, apparently he was
not. In the interview, he mentioned how FB helped his learning, “the FB of College English
helped me solve problems though I have never asked any question. Other people’s problems
sometimes were the problems that I had also come across. Through reading their writing posts
and the teacher’s comments, I could solve my own problems” (Jeng, Interview, 2012). In his
reflection, Jeng said, “if I encountered any questions, I would usually surf on the Internet to
find solutions. Unlike others, I think I’m less creative. Thus, I sometimes can’t come up with
the content to write my own article. At this moment, I would go online to watch how other
people comment on the same topic, and then figure out my own opinion.” (Jeng, Reflection,
Though Jeng’s English proficiency was only about average, through the interview and
his reflection journal, I realized that Jeng was an active autonomous learner. Based on these
data, it is worthy to notice that students may not aware what they have learned, and students’
performance or productions may mislead what the teacher would like to believe.
Social interaction
According to the survey, although 70% of the participants agreed or strongly agreed that
the FB learning community offered an alternative channel for social interaction, it was
surprising that only 22% of the participants reported that they would like to use the FB of
college English for collaboration, and only 27% of the participants would like to go to the FB
community looking for helps on their English. Yu indicated in her reflection, “the FB of
College English seems unnecessary and useless because most of us usually socially interact or
contact each other via our own FB” (Yu, Reflection, 2012).
However, during the interview, while asked how students prepared their midterm exam,
without any leading hints, twenty students (50%) mentioned that they used the FB of College English either to post their writings to get comments or to read the other classmates’ writing posts to gain their writing ideas. Based on my wall of the FB of College English, from March
to end of April of 2012 before I conducted the survey, I received forty four messages and 135 “Like” from students. There should be more messages exchanged through this FB platform if the social interactions among students could be all counted. Besides, 78% (mean= 3.0) of the
participants agreed or strongly agreed that peers’ comments were helpful, which suggests that
at least 78% of the participants had social interactions in the FB community. These results
reveal a contradiction that most students perceived the FB as a social alternative but did not
perceive themselves to use it for social interaction and problem solving. However, they visited
the FB community to share their thoughts, inquire course related information and post their
writing exercises for comments or confirmation. The big gap between what students perceived
they would do, in terms of social interaction and looking for helps, and what they actually
have done may result from different understanding of “social” and “help.” Most of the
students may consider their one-way posting messages, quiet reading messages without
responses, sharing photos or jokes, or pressing the “Like” button has little to do with social
interaction or gaining helps. For example, Chang reflected in her journal, “As for social
function, my original FB does play the role, but the FB for English class not… I only go to the
College English FB once a week. I usually write the exercises, check the replies others give to
me, go through the articles other students write and sometimes I give some feedbacks” (Chang,
Reflection, 2012). Many Taiwanese students associate the concept of social with
communication on casual life events rather than on learning. Wong reflected her disfavor of
the FB community, “…for me, FB should be a tool to hang out and have fun with friends. But
I don’t regard the College English FB helped me maintain friendship because I go there to
2012). However, any action that participants have done in social contexts, including one-way
or mutual interaction, is social; their actions, discourses, and interpretations of events may
influence what is noticed and remembered (Eraut, 2004). The impact caused by the social act
on the counterparts, including ones who are directly (e.g. correspondents) or indirectly (e.g.
silent viewers) involved can be seen as social interaction. Individuals’ episodic memories are
influenced by this kind of semi-conscious or under conscious socialization process. However,
much tacit learning from informal learning communities has been overlooked because usually
both the teachers and students only focus on direct helps, explicit performance or countable
outcomes.
Motivation
One of the most congruent perceptions of the participants toward the FB learning
community is its helps on self-evaluation. The survey shows significant result on
self-evaluation; 83% (mean= 3.85) of the participants agreed or strongly agreed that reading the other classmates’ posts allowed them to self-evaluate their English rank in the class through self-contrast. The following are the excerpts from the students’ reflection journals: “I can see others ' writings and compare them with mine. By this way, I can know my learning
situation. Even though I didn't post my writings on FB (I was too lazy to type) ,I could know
where should be noticed from teacher's comments on others ' writings . Then, I will check if
“As I read others’ articles on the Facebook, I can compare how I will write with others. And I
can know whether the words or the grammar they use I can use when facing the same
questions. Furthermore, there are many classmates posting videos or some articles …I can
test myself whether I can realize the meaning in the articles or videos without looking up in
dictionary...”
“When reading some good works, some people really shocked me by their level of English.
That motivated me to study hard to catch up.
Most of the students considered the FB learning community offered a platform for them
to exchange their writing exercises or share their thoughts, which motivated them to read the
shared writings and comments, to discern the problems or errors from the readings, to model
good grammar and vocabulary usage, to avoid making the same mistake, or to catch up with
what they had lagged.
Interestingly, according to the students’ reflection papers, self-evaluation is the only
feature of the FB learning community that was significantly considered effective (65%) by
those who disfavor the FB community. In other words, though the FB community motivated
most of the participants to self-evaluate their English literacy, it did not contribute to some
students’ perception about their English learning.
Lai, a student from law school, claimed that the FB community did not help his English
Regarding the reflection question, “what are the aspects that the FB community helped you?”
He replied with similar answer, “The same, in fact, I think it just provides me a way to post my
writings and get feedback. It didn’t help me do other things” (Lai, Reflection, 2012). I
scrutinized his FB data and noticed that he had interacted with the peers and me quite a few
times. One of his most compelling interactions at the FB community was about a heated
discussion on the controversial issue of media’s speech freedom and privacy. He took the
position on privacy side, and defended why speech freedom should not violate personal
privacy. The following was Lai’s post:
“TW's Constitution No.22 involves privacy protection:
http://www.judicial.gov.tw/constitutionalcourt/p03_01.asp?expno=603
And the "Fourth Estate", so-called mass media's freedom of speech, does not exist. The
word "Estate" means social classes: noble, clergy and civilian. It has nothing to do with
"power,” and it is just a right as Privacy which is protected in Constitution. Even the
western countries don't have a concrete Constitution or law to protect this "Fourth rihgt".
Where is the "Fourth Right"? It's just a power that does not really exist, not being
protected. The only thing being protected is the freedom of speech. But as the freedom of
speech and Privacy are both "Rights" in the Constitution class, these two rights' use
From his post, first of all, it was clear that he was autonomously following the discussion
in the FB community; second, various the other participants’ voices had prompted him to
come up with or to take his position. Being motivated, he researched the issue to obtain law
related information to share/argue his points with the community members. As a law school
student, he demonstrated his knowledge speaking with authorial voice. In his midterm writing
test, he successfully adopted the other students’ opinions discussed in the FB community as
the opinions of the pros and cons in order to develop his own arguments. He also borrowed
some exact wordings from some students’ posts which he considered professional or
academically appropriate. Moreover, his shared information of the URL link and personal
opinion were adapted by a few other students for their writings. That is, the discussion at the
FB community motivated Lai to do research, to read and analyze the information, to share and
comment and to make judgment for taking a position. Other students’ discussions also
motivated Lai to learn different perspectives, to formulate his own argument, and to adopt
writing skills from the peers.
The Facebook community motivated most of the participants who were both aware and
unaware of their learning.
DISCUSSION
Being an engaging and powerful social networking site (SNS), however, establishment
Advantages of the informal FB learning community
This virtual platform allowed the participants to share and exercise their English without
time constraint. In the FB informal learning community where interaction time becomes
flexible and available to individuals, participants’ implicit learning processes can be complex
and expanded beyond self-awareness including framing of problems, searching for relevant
knowledge, transferring prior knowledge and resituating their knowledge in a form that fitted
the current context.
It also afforded diverse learning sources which could compensate the course limitation
conducted in the physical classroom. According to the results and analysis, the informal FB
learning community has positive impact on students learning in aspects of academic
knowledge and skills, social and collaboration, and motivation.
Moreover, from the teacher’s perspective, it’s also an interesting channel for the teacher
communicating with the students. Reading students’ writing exercises helped me to learn what
the problems students often encountered. If the problem was quite common, I would spend
course hour to provide more detailed instruction. Sometimes, students’ shared source
information such as, videos, cartoons, music and online website, was worthwhile. For
example, when discussing the theme of shopping and bargain, I suggested students share good
bargains that they knew at the FB with one another. While talking about animal ethical issues,
Through the FB channel, students’ work and shares can become valuable resource for
teaching and learning.
Disadvantages of the informal FB learning community
A few disadvantages of using Facebook as an informal learning community are worth of
notice: technical problem, teacher-centered community, tacit learning and low participation.
Some of the participants reported technical problems; for example, their Facebook
accounts were canceled without knowing the reasons. Some complained that the Facebook
organization rejected their application for the second account. The most common complaint
was that it was inconvenient for them to log out their own FB account to visit the FB for
College English.
Teacher-centered community: Some studies reported that the computer mediated
communication which employed Web. 2.0 technology can have the teacher’s power
decentralized (…..). Although the FB learning community was intentionally designed to be a
decentralized community, the participants expected the teacher’s feedbacks and often tagged
me and requested for comments or corrections. Apparently, students extended their learners’
identity in their physical classroom to the virtual community, which made the learning
community still teacher-centered.
One of the major disadvantages of using Facebook as an informal learning community is
Most of the students reported in their interviews that their prior learning experience in
high schools was test-driven and goal oriented. They did a lot of drill in memorizing grammar,
vocabulary, writing rules, as well as taking many tests to examine their learning outcomes.
For example, during Lai’s interview, he described himself as a “working machine”—“I
memorized words, vocabulary, grammar, and phrases. I practiced doing Cloze, Reading exams…etc. I tried to adopt reading English learning magazines a routine and try hard to memorize vocabulary…” (Lai, Interview, 2012).
Not surprisingly, many of the students reported that they still follow the traditional
method to prepare their tests and deal with their university course work. It is highly likely that
students still expect to receive quantifiable outcomes and explicit learning instruction, which
unfortunately are not afforded by the informal FB learning community.
For example, in his reflection, Lai explained his disappointment about the FB
community:
Honestly speaking, I do not think it is useful at all…I appreciate that I can post my
writings on it and some people will correct or give some advice or even create a
discussion. But in fact, most of the time I can only get a “LIKE”... Only a “LIKE” but
nothing or only a few “LIKE”s and maybe a professor’s comment. Maybe it is my fault
stimulation is so weak. I really do not be attracted by it, even it seems awesome and
useful (Lai, Reflection, 2012).
According to his reflection, the reason why Lai was disappointed about the FB
community was because of the weak reward that he could receive. It is understandable that he
was frustrated about the FB learning community and perceived not learning anything from it
because he was used to receive formulated instruction, form-based training and quantitative
criteria to measure his learning.
Besides tacit learning, another disadvantage of the informal learning community is low
participation rate. Most of the students are busy at their academic and extra-curriculum
activities. Participating in an informal learning community which was not high stakes would
pragmatically be placed as low priority. Besides, this virtual platform, though was an informal
learning community, was regarded as the course extension. The students sporadically visited
to post their test-related exercises rather than playful banter or chit-chat. Students mainly used
the text-based feature of FB which made one’s English proficiency discernible and made their
participation face threatening.
CONCLUSION
Facebook affords various influences of environmental stimuli on students’ perception and learning. Students’ learning perception can be automatically mediated by these situational features consciously or unconsciously. Their mental representations were activated by
discussion, reading the posted articles, and browsing around. Interaction at facebook,
including lurking, may result in the effects of conscious and unconscious priming for informal
learning. Informal learning, an implicit cognitive activity, has been largely ignored but affect one’s learning. FB stimuli can trigger student users’ automatic evaluation, and this occurs even when the subject has not been aware of making evaluation of the stimulus.
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APPENDIX 1 Journal Reflection Leading Questions
1. Usually how often do you go to Facebook? Usually what do you do there?
2. Do you think Facebook motivates your English learning? If yes, in what way? and Why?
If no, why not?
3. What do you think Facebook help you in English? (reading, writing or others?) Why?
please explain in details.
4. Do you think Facebook help you the followings or something else? Please identify in
details. (self evaluation 知道自己的程度與學習狀況,、 autonomous learning 自學、
maintaining relationships 維繫友誼、collaborative work 合作、problem solving、transfer
from high schoolers to university students, be familiar with university learning context 熟悉大學學習環境, and others 其他…)
5. How are you preparing your writing for your English classes and your final?
6. Are you interested in using Facebook again in the next semester? Why or why not?
Why do you like/dislike to use the FB of College English?
7. What about your team work on presentation preparation? What were your responsibilities
in this team? What were the jobs you had done? Please honestly reflect your
collaboration in terms of the problems, benefits and issues.
8. In what aspects can FB facilitate your learning at NCCU (e.g. autonomous learning 自學,
extensive reading 大量閱讀, organizing & synthesizing information (歸納分析資料),
problem solving 解決問題的能力, accessing information 查考資料, creativity 創意…
etc.?) Please explain with details or examples (臉書的使用在哪些方面對你的學習有益? 請詳細說明或舉例)
APPENDIX 2
College English—Survey of FB usage
本調查純為教師研究教學使用，絕對不會影響學期成績，請放心誠實作答。 姓名_______________ 1. ___________ 我平時上自己的 FB 時間: A. 0-1 hr. B. 1-2 hr. C. 2-3 hr. D.3 小時以上 2. ___________ 上大學英文的 FB 時間: A.0-1 hr. B.1-2 hr. C. 2-3 hr. D. 3 小時以上 3. ___________ 在大學英文 FB 上分享的文章我最希望誰給評語? a. 老師 b. 好朋 友 c. 任何同學都可 4. ___________ 我生活中花最多時間在社交網路上是在: A. MSN B.自己的 FB C.大學英文 FB D. NCCU- BBS E. blog F. skype G. email
H.其他_______________(請說明) 5. 在大學英文 FB 上我的行為大致上是: A. 貼文積極，也樂於閱讀並回應他人文章 B. 貼文積極，但是不太閱讀他人文章 C 貼文不積極，但常閱讀他人文章 D 貼文不 積極，但常閱讀並回應他人文章 E 貼文不積極，但是經常閱讀他人文章並起按讚 F 偶而貼文，偶而閱讀他人文章 F 其他 (請說明) ________________________________________________________ 6. 大學英文的臉書學習社群對你的大學學習能力上有何助益? (1) autonomous learning 自學, (2) critical thinking 批判思考, (3) team work 團隊合作, (4) community participation
社群參與, (5) extensive reading 大量閱讀, (6) organizing & synthesizing information (歸 納分析資料), (7) problem solving 解決問題的能力, (8) accessing information 查考資料, (9) creativity 創意 (10) 其他_________請說明
*以下問題請以下列選項作答: A.非常不同意 B.不同意 C.同意 D.非常
同意
7. ___________ 和上學期比起來，我覺得大學英文的 FB 對英文在日常生活的使用上 有幫助 8. ___________ 和上學期比起來，我覺得我在大學英文的 FB 上的閱讀速度有進步 9. ___________ 我覺得大學英文的 FB 有助於我的寫作訓練 10. ___________ 我覺得大學英文的 FB 有助於我的聽力訓練 11. ___________ 我覺得大學英文的 FB 有助於我的期中、期末考試 12. ___________ 和上學期比起來，我覺得我比較可以克服上學期無法經常使用大學英 文 FB 的困難 13. ___________ 大學英文 FB 使我可以看到其他同學的表現，進而知道自己在班上英 文的程度 14. ___________ 大學英文 FB 使我可以看到其他同學的表現，使我產生較強的學習動 機 15. ___________ 大學英文 FB 使我可以看到其他同學的意見，使我瞭解不同的看法 16. ___________ 大學英文 FB 使我可以看到其他同學的貼文，使我產生自己的觀點17. ___________ 我上大學英文 FB 的目的是為了練/學英文 18. ___________ 我上大學英文 FB 的目的是為了維繫友誼 19. ___________ 我上大學英文 FB 的目的是為了英文分數 20. ___________ 我上大學英文 FB 的目的是為了了解課堂上發生的事 21. ___________ 我覺得自己的英文不好，用英文分享不好意思 22. ___________ 我覺得自己生活中沒甚麼好分享的 23. ___________ 我覺得去評論別人寫的文章會讓人覺得我自以為是 24. ___________ 我英文不夠好，沒有資格評論別人寫的文章 25. ___________ 我會去閱讀別人寫的文章，但不會評論 26. ___________ 我喜歡閱讀並評論別人的文章 27. ___________ 對於我作品上的評語，我不太相信同儕的評語，我比較喜歡老師給評 語 28. ___________ 同儕給我的作品評語讓我有收穫 29. ___________ 大學英文的 FB 提供另一管道可與老師溝通 30. ___________ 大學英文的 FB 提供另一管道可與其他學生互動 31. ___________ 大學英文的 FB 提供管道使我可以練習課堂相關的英文 32. ___________ 我英文有問題時會上大學英文 FB 發問 33. ___________ 我需要 team work 時會上大學英文 FB 聯繫溝通 34. ___________ 我覺得大學英文 FB 對我的英文學習有幫助
35. ___________ 我覺得大學英文 FB 對我的英文自主學習有幫助 36. 我不喜歡貼文或評論別人文章的原因是: ___________________________________________________________________________ _____________________________________________________________________ 37. 我覺得大學英文 FB 目前最大的缺點和優點是: ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ 38. 我覺得大學英文 FB 目前對我英文學習上的影響 是:______________________________________________________________________ 39. 我不喜歡上(喜歡上)大學英文 FB 主要的原因是: ________________________________________________________________________ ________________________________________________________________________ 40. 我覺得這學期大學英文 FB 使用上與上學期的差別是:
APPENDIX 3
Interview Leading Questions:
1. Please delineate your high school learning habits, methods and attitudes in general. (請詳 細描述在高中時的學習態度、方法與習慣)
2. Please delineate your learning habits, methods and attitudes at NCCU (請詳細描述目前 在政大的學習態度方法與習慣). What are the differences?? (高中、大學兩階段的學習 上有何差異性?)
3. What are the types of skills or competence needed to do your university school work?
(e.g. autonomous learning 自學, critical thinking 批判思考, team work 團隊合作,
community participation 社群參與, extensive reading 大量閱讀, organizing &
synthesizing information (歸納分析資料), problem solving 解決問題的能力, accessing
information 查考資料, creativity 創意…etc.) Why? (何種知識技能是你在大學學習需 要具備的? 請說明為什麼)
4. What are the impacts of this English course on your learning? (請詳細描述本堂英文課 程在你的學習上產生何種影響)
5. What English difficulties you encountered? And how do you come up with your solutions
when you encountered problems or difficulties in English? (在學習英文有問題或困難 時，你如何解決問題?)
日期： 2013 年 10 月 17 日
一、 參加會議經過
今年四月 17-20 日，我去了馬來西亞參加國際英語教學研討會，此後在
同月的 25-28 日，我去了日本，參加 ACLL 大會。與會經過將分述如下:
[I-ELT-Con 2013, Penang, Malaysia]
計畫編號 NSC －101-2410-H-004-173- 計畫名稱 從非正式學習探索台灣學生英文臉書學習社群之使用 出國人員 姓名 劉怡君 服務機構 及職稱 國立政治大學 外文中心 會議時間 (兩場) (1) 2013 年 4 月 25-28 日; (2) 2013 年 4 月 17-20 日 會議地點 Osaka, Japan; Penang, Malaysia 會議名稱 Osaka, Japan (中文)亞洲語言學習國際會議
(英文) The Asian Conference on Language Learning (ACLL) 2013, Penang, Malaysia
Penang, Malaysia
(中文) 第六屆檳城英語教學協會國際英語教學研討會
(英文) 6th International English Language Teaching Conference by PELLTA (iELT)
發表題目
Osaka, Japan
(中文) 非正式學習在正式學習上的影響: 透過臉書學英文寫作 (英文) The impact of informal learning on formal learning: Learning English writing through Facebook.
Penang, Malaysia
(中文) EFL 學生對臉書學習英文寫作的認知:網路學習教學應用 (英文) EFL students’ perceptions of using FB to learn English writing: Implications for online teaching and learning.
