“Facebook and Pedagogy” Heating Up Everyday English Communication

Abstract

Computer Mediated Communication (CMC), when conducted under time and space constraints, has been closely linked to effective language learning. This paper first examines and evaluates the pedagogical effects of teacher-student interaction on Facebook Group Page and then analyzes sampled data concerning online collaborative discussions based on children’s literature. The level of teacher participation affects student motivation and increases a more positive teacher- student relationship. In response to teacher-generated questions based on a children’s book, participations are asked to express themselves in English. The messages/reflections that the teacher self discloses encourage participants frequently to access the Facebook Group Page. Discussions of student feedback concerning their involvement in writing and participating in English and the effects of teacher self-disclosure via Facebook are stated. A survey on how often students post entries in English to the Facebook Group Page is conducted. Finally, potential drawbacks of relying too heavily on the use of technology are cited. Methods used in this study include Computer-Mediated Communication and literature-based on-line Collaborative Learning.