Learning a language with social networks: challenges and strategies for the 21st century.

Learning a language with social networks: challenges and strategies for the 21st century. 

Self-directed language learning has changed as a result of the use of digital technology, and there are now countless online tools and spaces with great learning potential. In 2001, a framework for assessing communicative competence in foreign languages was created: the Common European Framework of Reference for Languages (CEFR), which places particular emphasis on “using a language for independent communication” (Mc Dermott., 2013).

Information technologies, particularly social networks, have recently had an impact on the daily lives of everyone in general and the academic community in particular (Slim & Hafedh, 2019). It is due to their numerous formats, which allow people to interact in a variety of ways, including blogs, social networks such as Facebook, Instagram, microblogs such as Twitter, wikis such as Wikipedia, video podcasts, and photo-sharing applications such as Snapchat. Apps such as YouTube, Facebook, Twitter and WhatsApp have significantly increased social engagement and information sharing in communities of learners and teachers.

Learning a language with social media can be easy. Students are motivated by the use of educational technology because it promotes independent learning, engagement and cooperation, and can easily adapt to multiple learning styles. Language acquisition is essentially social and interactive, hence this strategy enhances learning. Social networks bring dynamic satisfaction to language learning. And when something does not seem like a laborious task, we tend to try a little harder while appearing to try a little less. You can interact with others, both native speakers and other students who are learning the same language as you. Plus, consider the fact that you can complete this task entirely from home!

Electronic devices and social networks provide learners with the opportunity to engage in collaborative learning and give them the option to share resources with their peers (Gikas & Grant, 2013). The use of social networks and mobile devices has advantages and disadvantages, with the advantages being primarily found in the ease of access to course materials, videos, and the transfer of lesson plans, among other things.

In general, students believe that social networks and mobile devices are the most accessible and affordable means of learning about current topics. Studies in Western countries have revealed that the use of online social networks for collaborative learning significantly affects students’ academic success and satisfaction (Zhu, 2012).

According to the study by Dhanya (2016) and Namaziandost and Nasri (2019), students can improve their language skills through the variety of opportunities provided by social networks. In addition, social networks allow learners to engage in relevant and continuous dialogue on these social networking sites, which the researchers found improves language production and reduces anxiety.

Because of their multimodal, multilingual, and multipurpose nature, today’s online resources and sites present learners with an almost overwhelming variety of options (Gomez-Parra, M. E., & Huertas-abril, 2020). In order to use the online resources that best suit their needs in this situation, whether in terms of level or ability, autonomous language learners must acquire a number of new skills. Digital competence, knowing how to learn, motivation, responsibility and tenacity are some of the skills that are undoubtedly important. However, turning these online materials into practical and beneficial language learning environments is a challenging task, especially when learners are completely independent (as in the case of language learning through free access websites or OER). To solve this, the autonomous learner must be digitally literate and must develop strategies for using social networks to increase their autonomy.