Learning Languages via Social Networking Sites

This chapter reports on a study of seven learners who logged their experiences on the language learning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list”- based language learning materials, and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed

Emotional Intelligence in Engineering Management Education: The Missing Priority

This chapter aims to increase understanding of how engineering students can benefit from integrating emotional intelligence (EI) into engineering curricula at universities. In particular, it explores the nature of EI and argues for the greater use of EI within engineering education, but also considers the challenges of placing an emphasis on EI within this field. The chapter makes recommendations for how EI skills can be incorporated into engineering education and how universities can seize the opportunity to shape the modern engineer and advance the standing of engineering in the future. The chapter's contribution lies in raising awareness not just about the benefits of integrating EI within engineering education, but also on the challenges that an empathetic behaviour entail. The authors argue that university education needs to be able to prepare graduates with engineering fundamentals and also for success and actual on-the-job EI skills

Web 2.0 for Language Learning: Benefits and Challenges for Educators

This literature review study explores 44 empirical research studies that report on the integration of Web 2.0 tools into language learning and evaluate the actual impact of using those Web 2.0 tools in language learning. In particular, this review aims to identify the specific Web 2.0 tools integrated in the educational settings, theoretical underpinnings that are commonly used to frame the research, methodologies and data analysis techniques that scholars employ to analyze their research data, the benefits and challenges scholars spotted in their research findings, the pedagogical implications in using Web 2.0 for language learning and future research directions that scholars offer from their research

Privacy and identity management in social media: driving factors for identity hiding

Social networking media are becoming more widespread as educational learning sites. For this reason, it is important to investigate how concerns about identity management can interfere with or influence the planned learning processes. This chapter engages initially with current research that investigates the use of social media with a particular focus on issues of identity management. It then provides a close analysis of identity management among student users of dedicated Facebook pages in tertiary education settings, as part of a larger study into contextual language learning and the educational potential of mobile technologies and social media. The study concludes that issues around publically sharing information with classmates (whom you might or might not “befriend” on social media sites), and the exposure that comes with sharing one’s background and potentially contentious political views are probably experienced by students worldwide

An Investigation of Social Networking Sites for Language Learning and the User Experience

This chapter investigates the user experience of the language learning platform Busuu as a tool for learning Spanish as a Foreign Language (SFL). Social constructionism has been highlighted by previous research as the theory on which Busuu is based, however, Álvarez concluded that Busuu constitutes an ecological system of nested semiotic spaces where pedagogical elements and principles from different theories of language learning interweave in complementary ways. Following a review of existing research, the chapter analyses data arising from a study involving a mixed group of university students who used the premium version of Busuu for four weeks. Data were collected via pre- and post-tests, a user experience questionnaire, and individual interviews, and were analysed using descriptive statistics and thematic analysis. Findings suggest that Busuu did not fully satisfy the requirements of a social network in terms of ease of participation, communication, and collaboration. Further research is required to explore the implications of usability testing for the design of effective SNSLL