Can we-use-twitter-for-educational-activities

M. Spaniol et al. (Eds.): ICWL 2009, LNCS 5686, pp. 78–87, 2009.
© Springer-Verlag Berlin Heidelberg 2009
Microblogging for Language Learning: Using Twitter to
Train Communicative and Cultural Competence
Kerstin Borau1
, Carsten Ullrich2
, Jinjin Feng1
, and Ruimin Shen2
1
Distance Education College of Shanghai Jiao Tong University,
3/F No. 500 Jiangsu Road, Shanghai 20050, China
2
Shanghai Jiao Tong University, 1954 Hua Shan Road, 200030 Shanghai, China
kerstinborau@mail.online.sjtu.com,
{ullrich_c,jjfeng,rmshen}@sjtu.edu.cn
Abstract. Our work analyzes the usefulness of microblogging in second lan-
guage learning using the example of the social network Twitter. Most learners
of English do not require even more passive input in form of texts, lectures or
videos, etc. This input is readily available in numerous forms on the Internet.
What learners of English need is the chance to actively produce language and
the chance to use English as tool of communication. This calls for instructional
methods and tools promoting ‘active’ learning that present opportunities for
students to express themselves and interact in the target language. In this paper
we describe how we used Twitter with students of English at the Distant Col-
lege of Shanghai Jiao Tong University. We analyze the students’ messages and
show how the usage of Twitter trained communicative and cultural competence.
Keywords: ESL, microblogging, language learning, communication.
1 Introduction
Most learners of English do not require even more passive input in form of texts, lec-
tures or videos, etc. – they need a chance to actively produce language and the chance
to use English as tool of communication. This calls for instructional methods and
tools promoting ‘active’ learning that present opportunities for students to express
themselves and interact in the target language. Such an opportunity is offered by so-
cial networks with English as the dominating language.
The following paper shows how the social network Twitter (http://twitter.com) was
applied in an EFL (English as a Foreign Language) classroom at the Shanghai Jiao
Tong Distance College (Online-SJTU) for seven weeks and two days in the summer
term 2007. During the course, about 90 students made a total of almost 5580 updates
– a rich dataset we analyzed for different indicators from a language learning perspec-
tive. To our knowledge, this is the first analysis of microblogging usage for EFL.
Twitter was selected because it provides the Chinese students the opportunity to
practice the target language as well as their communicative and cultural competence.
Most Chinese students are able to express their transactional intentions, but according
to our experience, they have great difficulty to do this on a socio-linguistic acceptable

Microblogging for Language Learning 79
level. Twitter has a huge advantage over usual discussion boards: Tweets consist of
short turns including no more than one or two utterances. Discussion boards usually
require the participants to create and follow up on a thread or to follow a thread and
comment. This requires long turns which are significantly more demanding [2]. Since
the creation of long turns is much more complicated and far more time consuming
than the production of short turns found in tweets, it was decided that Twitter is more
suitable for the language level and limited study time available to our students.
The paper is structured as follows. After introducing the setting of our Twitter
case study in Section 2, we analyze the data in: the first part (Section 3) explores
the use for language learning, namely the training of aspects of communicative
competence as well as cultural competence. The second part (Section 4) analyses
the student community engaged in Twitter as a blended learning community and
points out the positive influence on motivation. Additional results are reported in
Section 5. Section 6 discusses related work and provides a conclusion, including
links to our datasets.
2 Description of the Case Study and the Datasets
2.1 Twitter and How It Was Used in the Course
Twitter is a social network in which the members of a community share their current
activity by answering the question “What are you doing?”. This form of social inter-
action is called microblogging. Microblogging tools enable users to post short mes-
sages that are distributed within their community. Users can post messages from their
mobile devices, a Web page, from Instant Messengers and desktop clients. The same
channels are used for receiving messages.
Twitter seems to be a perfect tool to support learning English, especially in blended
classrooms, for the following reasons. First, Twitter is easily accessibly from almost
everywhere, so the students can practice at any time by sending and receiving mes-
sages either on the computer or the mobile phone. They can also decide how much
time they spend reading and writing these messages. This is an essential feature for
busy students. Second, Twitter is suitable for any level of English because in writing
the messages, the students can chose a topic and grammatical structure fitting their
level. Third, the use of Twitter as an online learning community can help to integrate
students in the community who could not attend classroom.
In this work, the microblogging tool Twitter was used in an English course for na-
tive speakers of Chinese in the following way: the instructor created a new, personal
Twitter account. As homework, the students of this class were prompted to create
their own account and to become “friends” with the instructor’s account as well as
with the accounts of the other students. Since each Twitter user receives the messages
of his or her friends, each student who followed the instruction would receive the
messages of his/her fellow students and of the instructor. The students were then told
to post at least seven microblogging messages a week and to read the incoming mes-
sages of their fellow students.

80 K. Borau et al.
2.2 Students and Study Context
The students at the Online-SJTU attend blended classrooms, that is, students can at-
tend in person or virtually using their browser to watch a live stream of the lecture.
Our blended classrooms are based on the Standard Natural Classroom model [20]
providing face-to-face interaction with the instructor as well as online courses.
There are three main problems occurring in the English courses at the Online-
SJTU: The limited time available for study, the different levels of English, and the
size of the classes: the students at the Online-SJTU are adult learners which come
from varying social and educational backgrounds. Consequently, there are also huge
variations in their English levels. Some have been studying English continuously dur-
ing the last 10 years while others have just started learning English in evening classes.
Most of the students have a demanding full time job and hence do not have an hour of
idle leisure time which they can fill with long-winded excises. Still, they spend time
commuting or might have slack minutes in the office which they might as well spend
learning and practicing their English skills.
The class sizes at the Online-SJTU vary from 80 to 120 students; thus not every-
body has the chance to communicate with the instructor during class and practice his
or her English skills.
2.3 The Datasets
The Updates
Twitter was introduced in June 2007 in the lecture “English Listening & Speaking”
which aims at improving the students’ communicative skills in English. In order to
increase Twitter participation, participation in Twitter contributed to the students’ fi-
nal grade. During the period relevant for grading, the students’ updates were counted
each week and a score was assigned. The score did only depend on the amount of
messages and did not take into account the linguistic correctness of the updates. To
give students time to register at Twitter and to get familiar with its features, the grad-
ing period started two weeks after Twitter was introduced.
From the 110 students enrolled in the lecture, a total of 98 students registered at
Twitter. Of the 98 registered students, about 10% (12 students) never used Twitter.
One third (35 students) sent between 1 and 19 updates, again one third (39 students)
sent 20 to 99 updates, and about 10% (12 students) sent more than 100 updates (10
students sent between 100 and 162 updates, and 2 students dominated the Twitter up-
dates with 449 and 236 updates, respectively.
The dataset we analyzed covers a total of seven weeks and two days. During that
time, students sent a total of 5574 updates, which corresponds to an average of 796
updates a week or 113 per day.
The Questionnaire
At the end of the lecture, students were asked to fill out a bilingual questionnaire
(English/Chinese) about their usage of and opinion on Twitter. A total of 96 students
completed the questionnaire. Of these, 82 students claimed to have used Twitter at
least once. Since this paper investigates the effects of usage of Twitter, we excluded
the 14 questionnaires of the students who never used Twitter from the analysis.

The questionnaire further showed that most participants (62 = 75%) of the students
who completed the survey were female, 25% (=20) were male. Half of the partici-
pants were aged 20-25 (=42), 40% (=33) were aged 25-30, and 10% (=7) over 30.
3 Twitter and Language Learning: Training Communicative and
Cultural Competence
3.1 Using Twitter in Training Communicative Competence
In our project, Twitter was viewed as a supplement to practice in authentic environ-
ment different aspects of the target language as it was taught in the classroom. One
aspect of language learning which can be practiced in Twitter is communicative com-
petence [13], a concept based on a view of language learning postulated in the com-
municative approach to language teaching, in which interaction is focused as a means
of language learning and teaching.
Current views on language teaching emphasize communicative competence as the
main goal of language learning (e.g. [19]). According to [3], communicative
competence consists of four components: grammatical competence (words and rules);
sociolinguistic competence (appropriateness), discourse competence (cohesion and
coherence), and strategic competence (appropriate use of communication strategies).
In this paper, we will focus on two subcategories of communicative competence:
sociolinguist and strategic competence. Further, we restricted the terms sociolinguist
and strategic competence according to our purposes of our analysis.
Sociolinguistic Competence
We define sociolinguistic competence as the ability to use and respond to language
appropriately, with regard to the setting, the topic, and the relationships among the
community. We studied the students’ updates with regard to their ability to express a
specific attitude (courtesy, friendliness, annoyance). The updates show that most of
the students have problems to choose the appropriate style and / or maintain one level
of style. The following example illustrates the mixture of styles by using a more for-
mal expression, “to pursue”, and a rather colloquial expression, “wanna” (in the re-
mainder of the article, all indented italic sentences are updates sent by the students):
“Richard suggested me chaning my life and pursuing the life I wanna.”
The overall atmosphere on Twitter was polite and friendly; consequently the main
style was in general colloquial. However, within the single updates students chose ex-
pressions of a rather formal style, such as “due to” in the first example and “I take re-
sponsibility” in the second, which is inappropriate for the purpose of communicating
in an online community:
“Due to there will no classes on August, so I made a plan to visit Hongkong with
my family.”
“So I take the responsiblity of buying vegetable.”
Other students sent updates in slang-like style spiked with swear words such as
“damn” and “screw up”, which is also inappropriate for the community:
“Damn exams,I hate it, A LOT! However, I don't wanna scew up on it.”

82 K. Borau et al.
“sleeping in the internet bar about 3 hours.Too damn uncomfortable.. take a bath
about a.m 5:30...soon i will go to work...a day of unlucky”
Within the data, a large number of similar examples show that using a microblog-
ging tool in a course focusing on communication provides numerous opportunities to
practice sociolinguistic competence. The teacher should take up the these utterances
and discuss them in class, to help the students understand their (in)appropriateness.
Strategic Competence
Strategic competence refers to the ability to handle communication breakdowns. In
the following, we focus merely on how the students react if they don’t know the name
of something or the right verb form to use. In these examples, the students didn’t
know the correct name to refer to something, and thus used the Chinese word:
“’普洱茶’ is useful to lose weight. At least,it helps me a lot. Sorry, I don't know
how to say it in English”
“桂林米粉how to say in English?”
Judging from the update data, this strategy, which is also referred to as appeal for as-
sistance, is utilized only in few cases. To further investigate strategic competence out-
side the Twitter updates, a series of questions inquired about usage of tools such as
(online) dictionaries. When asked whether they use a dictionary for writing messages,
a vast majority of 69.51% reported that they sometimes use a dictionary. 15.85%
stated they never used one, and 14.63% stated that often used one. The figures for
reading messages were similar, 67.07% sometimes, 19.51% never and 13.41% often
used a dictionary. The utilization of dictionaries and the limitation to 140 characters
in the updates partly explain the lack of using communication strategies in case of
communication breakdowns; we therefore conclude that Twitter in itself is of no great
help in practicing strategic competence.
3.2 Using Twitter in Training Cultural Competence
Cultural competence is a subcategory of sociolinguistics [7]. It consists of four cate-
gories: awareness of one's own cultural worldview, attitude towards cultural differ-
ences, knowledge of different cultural practices and worldviews, and cross-cultural
skills. Cultural competence helps people from different parts of the world to effec-
tively interact across cultures. In Twitter, the interaction with native speakers of Eng-
lish and the usage of English speaking Web-services helps to create a sense of cultural
awareness and acquiring cultural competence in addition to English skills, as a student
noted in the free answer section of our questionnaire:
“I also can learn some characteristic sentences by reading some native speaker’s
messages.”
There is a need for training cultural competence with regard to Internet usage, as
the following quote from the questionnaire’s free answers section supports:
“Twitter is a foreign chating network.It is hard for Chinese people to link it and
update messages.”
According to the survey, the participants frequently use the Internet. 90% use it
daily, 10% weekly. However, most of time, they visit Chinese Web sites. 37% of the
students visit mostly Chinese Web sites, 57% more Chinese than English Web sites,

4% more English than Chinese Web sites and 2% mostly English Web Sites. Addi-
tionally, a large number of students stated in the questionnaire that they are in an all-
Chinese environment and hardly ever communicate in English in their daily lives,
which makes training cultural competence especially difficult.
In the questionnaire, almost half of the students stated that they communicated
with native speaker on Twitter. However, it is difficult to confirm this data by analyz-
ing the actual updates. Only few updates contain clear evidence that the updates were
addressed to a person outside the class, for instance by stating the recipient’s user
name. Due to privacy restrictions, we were unable to use the follower list as an addi-
tional source of information. Still, if we believe the survey, students recognized Twit-
ter as an opportunity to communicate with native speakers.
Of course cultural competence in its full scope cannot be acquired by simply join-
ing a SN, but it can provide an insight into another culture and create an awareness of
existing differences. Twitter allows the students to get in contact with people from
different countries on a casual basis and thus provides cultural background to the tar-
get language. The awareness of different cultural backgrounds also includes an
awareness of different communication strategies which become evident during inter-
action. Using Twitter, the students have the opportunity to communicate and interact
more effectively with people across cultures; a skill which becomes more and more
indispensable in the interconnected world of today.
4 Motivation through Community
4.1 Twitter as a Blended Learning Community
Blended Learning Communities are groups which utilize face-to-face meetings as well
as online meetings. The social coherence and social interaction provided in online
learning communities enable the exchange of information, and they further provide
part of the motivation for the learners because the sense of belonging to a community
of learners motivates the individual to conform to the group learning behaviors.
Evidence of a Sense of Community among the Participants in the Twitter Project
There is evidence that the participants in the Twitter-project indeed formed a commu-
nity, first of all from the questionnaire. When asked whether Twitter improved the
sense of community in the class, 40% completely agreed, about at third somewhat
agreed, 23% were neutral, and 5% (= 4 students) disagreed.
Additionally, a number of linguistic markers for socializing can be found, such as
greetings and group reflective observation, that is, any kind of comment on the group
or its identity [15], and we also find humorous updates. A few examples follow.
A number of students visited Twitter in the morning before they started work, so
we find different greetings which are variations of good morning:
“Good morning everyone.”
“ Morning!”
The students also visited Twitter before they went to sleep:
“So tired today, and going to bed now. Hope everybody ave a sweet dream tonight.
See u tomorrow.”

84 K. Borau et al.
“Time to sleep now, have a good night and sweet dream to everyone!”
They also commented on the community in different updates. One update relates to
the avatars used by the participants of the project:
“i just found something is funny, why everybody like pets in our class?for exam-
ple:dog,cat and others.”
Another student comments directly on the community:
“This "TWITTER" same as schoolyard~~~”
Humor as a marker for the forming of a community can also be observed in the up-
dates. When the instructor updated that she was busy proofreading the exam papers
for this course, a student jokingly offered his help:
“@kerstinlaoshi I volunteer to proofread the exam paper for you!”
Still, another interesting aspect of socializing is presented by the conversations in
Twitter, which is described in the following paragraph.
Conversations in Twitter as Makers of Community
First of all, Twitter is not designed for conversations, but rather for updates (“I’m
having lunch now”); still people engage in conversations [11, 18], which are markers
of social coherence and community forming. In [15], Kellogg classified several fea-
tures of conversations; in the following we will focus on what she designates as Re-
sponse and Elaboration. According to Kellogg, Response includes responding directly
to questions or points raised previously while Elaboration refers to elaborating on
points raised earlier by oneself or others. The two latter features occur in conversation
using the @ symbol. In [14] the authors pointed out that “since there is no direct way
for people to comment or reply to their friend’s posts, early adopters started using the
@ symbol followed by a username for replies”. However, Elaboration also occurs
without the @ symbol and is only indicated by the closely related content of the up-
dates referring to own or others’ updates. The second type (no @ symbol) contains
more general comments on topic, while the first type (with @ symbol) is used to
make a specific statement or clarify a specific point.
The following illustrates a short but typical @-conversation about online shopping:
[15:21] babyyao: @Nora_Tang:I would buy some cosmetics online these days.
[15:55] Nora_Tang: @babyyao I bought 4 books online just now. The most impor-
tant thing is that the goods(shopping online) are cheaper.
Below is an example of a short conversation without @ in which the updates are
related through the topic “film”:
[09:13] icyhe: Transformer is very nice. i like it. Funny!
[09:36] misterjustin: i like the "bumble bee"best
Of course these two features of conversations occur fused within in the data. For
instance, the conversation on “Transformers” is longer and also contains responses
with the @ symbol as well as elaborations; such as the following update, which actu-
ally triggered the updates relating to “Transformers” and movies in general:
“@kerstinlaoshi:so, how's the transformer? Was it as good as the ads?”
The questionnaire also investigated conversations. One third of the students stated
that they often replied to updates of their classmates. More than half (56%) sometimes

and only 14% never replied to updates. The updates confirm these numbers. In total,
about 8% (=4 47) of the updates contained the “@” symbol.
Conversations implicitly provide motivation through social support by giving the
individuals the sense of belonging to a group. In our data there are also conversations
which provide social support explicitly in making it the topic of the conversation:
“maybe they are busy now. Don't worry! If you have some problems, you can con-
tact with me ^0^.”
5 Additional Results
In this section, we will briefly describe additional results from the questionnaire rele-
vant for this paper, such as frequency and length of visits.
Three questions investigated the average frequency of Twitter visits and the time
spent on the site. A majority of the students frequently interacted with Twitter. On av-
erage, one quarter (25.61%) stated they visited the site at least several times day.
Again one quarter (25.61%) visited Twitter once a day. 39.02% went to the site less
than once a day but still several times a week. 3.66% students visited it once a week,
4.88% less than once a week.
More than two third of the students spend little time to write a Twitter update.
31.71% spent less than 1 minute, 36.59% between 1 and 2 minutes. About one quarter
(23.17%) spent 2 to 5 minutes. 7.32% invested 5-10 minutes, and only a single stu-
dent (1.22%) spent more than 10 minutes. These figures substantiate the claim that
Twitter serves as a quick and easy medium for informal communication.
A similar pattern was visible in the reading behavior. When asked how much time
the students spent reading Twitter updates on an average visit, about 95% spent less
than 15 minutes. More specifically, 26.83% spent less than 5 minutes, 45.12% from 5
to 10 minutes, and 23.17% between 10 to 15 minutes. Only 4.88% (4 students) spent
between 15 to 30 minutes. No student spent more than 30 minutes reading updates.
This data supports our expectation that Twitter is a tool that is frequently accessed for
a short time span, with a short amount of time spent writing updates and a bit longer
but still limited time spent reading the classmates’ updates.
The effects of Twitter usage on English communication as perceived by the stu-
dents were investigated by two questions. About 70% of students stated that they
find it easier to communicate after using Twitter (30% completely agreed, 40%
somewhat agreed). About one quarter (24%) had a neutral opinion and 4.88% (= 4
students) disagreed. No student completely disagreed. When asked whether they felt
less shy when communicating in English after their Twitter usage, a similar but
slightly less positive distribution arouse with 28% completely and 34% somewhat
agreeing. 31% were neutral and 6% somewhat disagreed. Again, no student com-
pletely disagreed. All in all, these figures show a positive view on the effects of
Twitter with respect to communication. Interestingly, the numbers of students dis-
agreeing (4 and 5) was smaller than the students who sent no updates at all (12, as
taken from the log data). This might be caused by the students seeing a “theoretical”
value in using Twitter.

86 K. Borau et al.
6 Related Work and Conclusion
Related work on microblogging covers either general suggestions on how to use
Twitter in the classroom or analyses properties of the network and conversations
without a focus on learning. In the former category, general hints and advice for aca-
demic usage have been published in several blogs (e.g., [1, 4, 17]), Websites (e.g.,
http://twitterforteachers.wetpaint.com) and publications [6, 8, 21]. [10] describe how
they used a Romanian microblogging service to deliver an online course.
From an analytical viewpoint, the first published analysis of Twitter [14] reports on
topological and geographical properties, and also describes the most frequent usage
types (daily chatter, conversations, sharing information and reporting news). [16] ana-
lyzes a broader subset of Twitter users. In addition to information about its user base
in general and its geographical distribution, they identify different users types based
on the amount of followers, friends and update frequency. The specific kind of
communication that takes place on Twitter is analyzed in [11, 18]. [18] shows that
communication on Twitter goes beyond updating one’s status messages. Most tweets
address specific friends. This is confirmed by [11] who give a detailed analysis of the
usage of Twitter as a conversation tool. A similar analysis is done in [12]; however
the authors identify an inner, much smaller network of friends. Suggestions for ana-
lyzing microblogging are listed in [9]. Probably the only work that analyzes Twitter in
the context of learning is [5]. They performed a frequency analysis over Twitter up-
dates collected during an intensive one week summer school for PhD researchers. The
students were instructed to use Twitter a back-channel for communication. In their
data the most frequent keywords were directly related to the terms used in the summer
school lectures, which indicates that the students were using Twitter as instructed.
The suitability of Twitter for language learning was often postulated, but to our
knowledge until now never investigated in detail. Our work explores Twitter as a tool
for active learning in the EFL classroom and provides the first detailed analysis of
how Twitter was used to learn specific aspects of language. Our main finding is that
it is suitable to train communicative and culture competence anytime anywhere with-
out face-to-face interaction. In a broader scope, this work contributes to the research
on using Web 2.0 services and tools for learning, so called e-learning 2.0. We show
that the social, collaborative principles of Web 2.0 are reflected in its usage by learn-
ers, if used in the appropriate way. In our case, students clearly like using the service;
one student even asked to continue to use Twitter after the project: “Would you please
do not close the twitter online? It offers us a free space to put ourself in English.”
To enable further research by interested parties, we made the dataset available as a
free download on the Website “Many Eyes”, a data visualization service by IBM.
(http://manyeyes.alphaworks.ibm.com/manyeyes/users/ullrich).
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