Learning for Fun: Strategies for Social Networking-Based Language Learning

The Journal of Social Sciences Research
ISSN(e): 2411-9458, ISSN(p): 2413-6670
Vol. 5, Issue. 8, pp: 1210-1216, 2019
URL: https://arpgweb.com/journal/journal/7
DOI: https://doi.org/10.32861/jssr.58.1210.1216
Academic Research Publishing
Group
*Corresponding Author
1210
Original Research Open Access
Learning for Fun: Strategies for Social Networking-Based Language Learning
Che Wan Ida Rahimah Bt. Che Wan Ibrahim
Centre for Liberal and Fundamental Education, Universiti Malaysia Terengganu, Malaysia
Abstract
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users‟ roles, learning contexts
and technology tools. The behavioral intentions of users interact with the perceived features of these tools in
enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this
article is to explore the current perceptions among Malaysian university students about their daily learning strategies
of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys
(quantitative self-reported questionnaire) that have been administered to final year Malaysian university students,
ESL learners‟ population of approximately 500 students. The result shows that there is obvious potential within these
new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate,
practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
Keywords: Learning strategies; ESL learning; Social networking tools; Sociocultural approach.
CC BY: Creative Commons Attribution License 4.0
1. Introduction
Extensive empirical research has been conducted in the field of online learning tools and learning strategies
(Chamot, 2005; Hoy, 2011; Macaro, 2001; Zimmerman, 2000). For example, social networking tools offer an
interactive learning environment by challenging students to receive support for their learning (Cho et al., 2009;
Emerson and MacKay, 2011). Another interesting research that related to experiential learning suggested that
learning does not emerge just in the classroom but that it is what has happened outside the formal classroom in
learners‟ everyday lives that has the greatest impact (Sefton-Green, 2004; Selwyn, 2007). There is the possibility,
therefore, that some learners prefer and concentrate more on informal language acquisition, especially those who are
more independent and self-motivated, and this might affect their perceived learning affordances and strategies. In
order to address this inquiry, the researcher views the Malaysian university students as ESL learners from generally a
sociocultural perspective and, more specifically, through an activity theory lens. Reinartz (2009), describes activity
theory in relation to social networking practices:
To access these dynamic, collaborative, and contributory processes, Activity Theory provides a
useful lens to better analyse and describe the complexity of learners in action with others and with
media while proceeding on their learning trajectories. Moreover, social networking tools and
practices associated with them allow [learners] to engage in tensions that are centred on content-
related challenges while generating new social-action genres and practices. (p. 140)
Accordingly, in the current article, the approach to taking context into account is founded on a sociocultural
perspective. The central study object in the current investigation is the use of social networking tools as learning
resources. The article has proposed to study learning as “activity”; it is the learners‟ engagement with learning
resources that is important for the investigation. This is consistent with a system focus on the relationship between
intended and actual use of artifacts (Kaptelinin and Nardi, 2006; Lantolf and Thorne, 2006). A sociocultural gives
priority to study of social networking tools in use and focuses on learner-user interpretations and meanings, situated
in the context (Kaptelinin and Nardi, 2006; Lantolf and Thorne, 2006; Reinartz, 2009), of the social networking-
based ESL activities outside the formal classroom. Thus, this leisure learning trend that enables technologically-
mediated authentic opportunities of natural extensions of the classroom learning is important as it is also a
development towards a more holistic picture of learning. It is therefore important to examine what, why and how
learner-users might be able to do with the tools available to them.
2. Research Background in Web-based Language Learning Strategies
There is emerging confirmation from scholars that web technologies have evolved historically through the
powerful development of learning resources with unique functions such as communicating, storing and integrating
different technologies (Ebner et al., 2009; Freishtat, 2009; Murray and Hourigan, 2010; Warschauer, 2007). These
provide useful leads to conceptualize how Malaysian ESL students use the tools for their leisure learning beyond the
classroom. Yet, there still appears to be discussion about what strategies and methods are appropriate to language
learners and how they should be categorized and measured (Chamot, 2005; Macaro, 2001; Zimmerman, 2000). In
fact, there is a current lack of research on learner-users‟ strategies in participating in social networking. What does
seem clear, however, is that the studies of language learning strategies often bring up the concept of the good
language learner. For example, Chamot (2005), refers to the good language learner as “one who is a mentally active
learner, monitors language comprehension and production, practices communicating in the language, makes use of

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prior linguistic and general knowledge, uses various memorization techniques, and asks questions for clarification”
(p. 115). He recommends, along with others in the field that examining the types of strategies good language learners
use would be a potential help to all language learners to become more dynamic (Chamot, 2005; Macaro, 2001;
Zimmerman, 2000). Language learners who discover various learning strategies are able to decide the best strategies
for their own practice (Chamot, 2005; Hoy, 2011; Macaro, 2001; Zimmerman, 2000).
Learning strategies are the conscious beliefs and actions that learners set up to aid the progress of their learning.
Advanced learners have a metacognitive strategy of monitoring their learning methods, are alert to demanded tasks,
and have the capacity to adopt strategies to own their learning (Chamot, 2005; Macaro, 2001). Anderson (2003)
states that metacognition “is the ability to reflect on what you know and do and what you do not know and do not
do” (p. 10). This cognitive perspective contributes to an understanding of sociocultural learning in terms of reflection
on practices. It provides a complementary lens to identify trends and patterns of engagement with social networking
tools, and to indicate their usefulness for daily learning.
The adapted OSORS (Anderson, 2003), consisted of 38 items that are valuable to measure learning strategies.
The most interesting aspect of the strategy, providing support to the category of informal learning strategies of ESL
in the present study, is the concept of metacognition. The importance of metacognition in personal language learning
has been clarified by the researchers. For instance, learners who are metacognitively aware know what to do when
they have problems because they have strategies for independently figuring out what they need to do (Anderson,
2003; Chamot, 2005; Zimmerman, 2000). Importantly, Anderson (2003), proposes that metacognition can be divided
into five primary components. In this sense, it is the blending of all five into a combined view that may be the most
accurate representation of metacognition. The use of metacognitive strategies ignites learners‟ thinking and can lead
to deeper learning and improved performance, especially among learners who are struggling (Anderson, 2003;
Chamot, 2005; Macaro, 2001).
In the context of this study, interactive social networking tools in the sociocultural learning environment play a
role to support learning by reflecting all five primary components of metacognition as suggested by Anderson
(2003). Consequently, learners do not learn solely from engaging with social networking technology, but they also
learn through thinking and reflecting as they must perceive and evaluate their strategies of social networking-based
ESL learning beyond the classroom. Reflections about their own and others‟ sociocultural learning experiences and
beliefs are important in order to construct their knowledge about their own informal learning. Therefore, web
technological tools may be employed as enablers and motivators of thinking and knowledge building for
empowering learner-users to be independent in their own language learning (Boruta et al., 2011; Feng, 2009;
Gardner, 2011; Gee, 2010).
3. Method
The quantitative data is collected from individual learner-users engaging in ESL learning mediated by social
networking tools beyond the classroom. Self-report questionnaires were used to generate quantitative data from the
university student population (N= 500). The questionnaires focused on how the social networking tools have been
utilized by university students for their ESL learning outside the classroom by drawing on the past research
literature. The self-reported questionnaires for the adapted questions on perceived learning strategies for leisure
learning of ESL were adapted from Anderson (2003), previously used survey questions. By using Likert scales, the
numeric data from the survey included responses to items that measured students‟ online learning strategies. In order
to ensure anonymity in the interests of frank responses, respondents did not provide their name and were assured in
the accompanying letter that their answers were totally confidential.
The online survey data were analysed through statistical methods including descriptive analysis using the
Statistical Package for the Social Sciences (SPSS). Descriptive statistics are used to organize, summarize and
describe the responses of the participants. This helps the researcher to present quantitatively the current trends of
learners‟ strategies used in socially and culturally mediated leisure learning activities via social media.
4. Discussion
The quantitative data of this study showed that the students expressed strong positive experiences and
perceptions towards learning strategies with social networking tools towards their English learning beyond the
classroom. The strategy statement that gained the highest rating was “having a purpose in mind when learning
online” (91% of them agreed). However, the statement that gained the lowest rating was “printing out a hard copy of
the online material then underlining or circling information to help [them] remember it” (71.6% of participants
agreed). Overall, the quantitative data had shown the agreement level with each of the statements following of the
preferred learning strategies by average, (84.3% of respondents) stated that they strongly agreed and were positive
towards learning strategies with social networking tools towards their English informal learning.
This is in line with the findings from the questionnaire responses; the majority of participants in the focus group
interviews perceived that social networking tools had strongly impacted their learning strategies. From the
qualitative data, it seems that social networking-based informal learning strategies of ESL in activity theory
framework centers on activities, goals, tools and the outcomes of those activities towards meaningful learning
practices (Reinartz, 2009). The shared experience among Malaysian university students who use social networking
tools for their English learning outside the formal classroom indicates a preference for the use of three main
categories of learning strategies, namely social networking tool-mediated, community-mediated and role-mediated
strategies as shown in Figure 1.0 as follows:

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Figure-1. Social Networking-based Language Learning Strategies
4.1. Social Networking Tool-Mediated Strategy use
According to Vygotsky (1978), tools are the social mediators of learning. In the current study, the relationship
between the learner (subject) and the leisure learning of ESL (object) is always mediated through the use of social
networking tools and cognitive resources. It indicates that learner-users are actually consciously using these tools
with which they are familiar (Boudreaux, 2010; Oblinger and Oblinger, 2005), because they can recognize and
articulate the value of the properties as generative resources for their daily ESL learning. The perceived learning
strategies of the respondents for ESL learning purposes beyond the classroom are reported as follows:
Facebook. Respondents stated that Facebook as the most popular and meaningful tool for their ESL
enhancement. They would follow the general rules of English when using Facebook. Compatible with Selwyn
(2007), the findings indicate that Facebook was an important social tool used by the majority of the respondents to
aid their life in university. For instance, for making new online friendships, staying in touch and collaborating with
each other.
Online dictionary/translator. Respondents perceived this tool as beneficial in facilitating their language
understanding, for example, to check the meaning, translation, spelling, and pronunciation of words.
E-mail. Respondents expressed that while using this asynchronous tool they were using certain strategies such
as the practice of writing in the right context, “spelling,” and good style all the times. They would also “spend some
time thinking” and “proof-reading” their messages before sending. In terms of communicative strategies, a
significant other support individual learners to re-evaluate what they are doing and thinking (Chamot, 2005;
Zimmerman, 2000). Though e-mails presented mainly in a text-based form, they could be used for their ESL
learning resources. The understanding of each e-mail is negotiated between the e-mail sender and the recipient. This
interactive characteristic of e-mail made it somehow similar to face-to-face communication, yet it retained its
asynchronous nature and allowed writers to compose and send it “at their convenience”.
Games. The findings of this study show this popular strategy was inspiring because they were having “fun”
while they “make friends” and communicate with others in English through games. This point supports the findings
in the literature that the learners engage in critical thinking and problem-solving across the technology affordances
(Dunleavy et al., 2008; Lenhart and Madden, 2005; Mortimer, 2010; Woo et al., 2011), This evidence also
confirms Muehleisen (1997), and Gardner (2011), findings that the excitement of curiosity could also keep the
(leisure learning) activity of ESL intrinsically motivating through the use of interactive web tools.
YouTube. In order to have input from “native speakers” for leisure ESL learning, the respondents preferred
watching movies and varieties of audiovisual resources via YouTube. YouTube could provide them with “good
models” of speaking English in terms of native “accent, speed and intonation”. This finding has shown that bringing
more voices into open web technologies by encompassing leisure dialogues into realms of public deliberation are
perceived as important for knowledge construction in communities (Dietel-McLaughlin, 2010; Selwyn, 2007;2008).
Online News. Most of the subjects mentioned reading and watching the online news to advance their English
such as The Star, The Times, NST, BBC, and CNN. A promising result for language learners is that social networking
tools provide unique opportunities (Feng, 2009; Murray and Hourigan, 2010), for “indirect”, interesting, “effortless”
and effective learning, in the authentic and novel learning environments where learning ESL is for everyone. For
instance, they could use interactive “audiovisual” elements to improve their “communicative competence” and
knowledge about the “current issues” by listening to the “reporters” who use “formal”, “authentic” English.
Wiki. Another important strategy is practicing and rehearsing ESL skills through Wiki. Wikis allowed for
collective editing of online documents and promptly correcting errors when perceived (Shihab, 2008; Tapscott,
2009; Weinstein et al., 2005). The finding of this study also indicates that participants were collaborating and
depending on other learners‟ participation before they (themselves) could take part in Wiki discussions.
Skype. The respondents reported that the advantages of speaking to native speakers via Skype are crucial in
terms of enhancing their integrated skills like pronunciation, speaking and listening. They found that beyond the
classroom, they have learned some authentic practices used by the native speakers in their Skype interaction such as
“what words can be used when [they are] angry” and when they want to “praise someone”.
Website. Due to the vast array of websites available, most respondents would select resources on the social
networking tools by “browsing” and “skimming”, using “Google”, keyword searches and “guessing the meaning

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from the contexts”. As stated by the participants, they also printed some important learning materials so information
was “readily accessible” and to make their own notes. As recommended by Anderson (2003), it is important to
examine on the possible contrasts or similarities between these two reading contexts because “we cannot assume a
simple transfer of L2 reading skills and strategies from the hardcopy environment to the online environment” (p.5).
Blog. A blog allows participants to practice writing online at “anytime, anywhere and with anybody”. As
repetition can be a “good memory” aid, practicing writing via blogs enables better storage in memory for easier
usage in the future towards virtual community building and ESL motivation enhancement. These results
corroborated Lantolf and Thorne‟s description that “language [learning is] concerned with enhancing learners'
communicative resources that are formed and reformed in the very activity in which they are used-concrete,
linguistically mediated social and intellectual activity” (2006, p. 6).
4.2. Community-Mediated Strategy
When participants use community-mediated strategies, they were often thinking about interaction towards their
language learning and working with other people to learn via social networking tools. As suggested by Lave and
Wenger (1991), and Kaptelinin and Nardi (2006), communities of practice most likely have histories, cultural
identities, interdependence among members and mechanism for reproduction. In this study, participants reported
discussing and exchanging ideas outside of the classroom and these were influenced by others too especially from
their social activities with other social networking users online. From an activity theory perspective, the shared
experiential learning space of social networking tools can generate “innovative attempts to change activities and be
used as a catalyst for growth” (Engeström, 2001). Presumably, most of the subjects believed they should be “open-
minded” and “keep the spirit of learning” among each other. Perhaps, sometimes this strategy made them “tense and
caused them to try to kill each other with words”. But finally, they would know that they should “learn from each
other”. Thus, social interaction within communities was meaningful to the participants. This leads to the next theme
that emerged from this study: role-mediated strategies.
4.3. Role-Mediated Strategies
As informed by the participants, social networking provides support in whatever role they want to take up, for
example, to actively determine how, why, when and where they learn ESL and how they are perceived in
communities. As Gee (2010), suggests, what motivates learner-users to participate in social networking activities is
that they are able to take on various social roles. Learners are also aware of the powerful effects of social networking
that allow fine-tuning of projected roles (demonstrate different aspects of themselves and develop good online
practices with others) in shaping their ESL learning in the social networking-based community beyond the
classroom. There were a few types of role-mediated strategies found in the participants‟ data, namely learning
managers (self-learners), ESL learners, final year university students and future TESL teachers. In looking at
Malaysian university students‟ literacy practices and identities, this study strives to better understand that, as they
transformed the learning object into an outcome, they present multiple senses of identity as contexts change in ESL
learning and strategies. For instance, participants‟ profiles on Facebook exposed a good deal of precise confidential
and unique information in self-learning and self-presentation within an open context. This factor is quite important
because the role-play is normally dependent on who they are communicating with. As shown by the data, much more
leisure interaction occurred when participants were communicating with equal peers. However, the conversation is
more formal when they communicating with higher order co-participants (e.g. lecturers).
These findings strengthen the work of others who promote developing online learning as a medium to shape and
influence the learning context to engage learners in deeper and more meaningful learning processes (Anderson,
2003; Antenos-Conforti, 2009; Emerson and MacKay, 2011; Greenhow and Robelia, 2009). In a learning
community, individual and collective knowledge growths mutually shape each other with a focus on achieving or
furthering learning outcomes. This study lends support to the concern that social networking-based experiential
learning communities are productive for promoting the voiced spirit of an open, shared practice (Dietel-McLaughlin,
2010; Freishtat, 2009; Jenkins et al., 2006; Oblinger and Oblinger, 2005). The value to this finding rested with the
understanding that giving learners choices and valuing their preferences through these activities likely influenced
learners‟ mindfulness of learning (Antenos-Conforti, 2009). Therefore, social networking media has enabled
students to adopt new learning behaviors, cooperative “trial and error” practice (Brown, 2006; Duke, 2010; Starkey,
2010; Ullrich et al., 2008), mutual engagement and responsibilities consistent with the realities of a rapidly
changing of virtual community.
5. Conclusion
The study on students‟ preferred learning strategies has shown the importance of social practices such as
negotiating meanings and building up knowledge among the learners. In other words, learners demonstrated that
they collaborated with other learners to achieve their learning objectives in managing their individual learning
through social networking activities. This finding implies that learners need assistance mediated by negotiation of
meanings with the more capable person in order to improve their ESL competence. This confirms the sociocultural
concept of learning, demonstrating that learning is not an individual process alone, but is a collaborative effort
necessarily involving other individuals (Kaptelinin and Nardi, 2006; Lantolf and Thorne, 2006; Vygotsky, 1978). As
a consequence, social networking mechanisms support students to reflect on their personal learning tasks. In
addition, these promising learning tools provide an environment in which learner-users could interact in real and

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deferred time and thereby accommodate positive effects on learning behaviors. Such learning strategies among the
learner-users are summarized in the following Table 1.0:
Table-1. Preferred online learning strategies
Preferred Online Learning Strategies
Social Personal
Communicate with: i) Other learners
ii) Native speakers
Set purpose in mind.
Use references. Take notes.
Use tables, figures & pictures. Think about content, rethink
& check to understand.
Use context clues. Print out & underline.
Use L2 & L1. Paraphrase.
Practice: i) Sounds
ii) Watching
iii) Use many ways
Relate ideas.
Publish ideas online. Re-read.
Voice opinions. Guess meaning.
Get more ideas about learning. Distinguish between facts and opinions.
In sum, there are some ways, as reported by learners that they were involved in learning strategies for social
networking-based informal learning of ESL. The interplay of intentions and perceived capacities of the technologies
offer opportunities for engagement with social networking among Malaysian university students in terms of learning
strategies for their ESL practices outside the classroom. For that reason, the stakeholders within the educational
system namely the parents, educators, and students should be aware of the potential of social networking tools such
as Facebook and YouTube as part of educational offerings and opportunities. As noted by many researchers
(Greenhow and Robelia, 2009; Tapscott, 2009; Warschauer, 2007), the reality is that formal curricula will not be
completely adequate to include all aspects of twenty-first-century education. In view of that, much time and planning
should be devoted to identifying activities that engage students in developing lifelong learning and career skills, as
well as information and technology skills.
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