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Empowering imagined identities: Soci...

Kelley, James Andrew.

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Empowering imagined identities: Social network sites in a Chinese English as a foreign language classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Empowering imagined identities: Social network sites in a Chinese English as a foreign language classroom./
Author:	Kelley, James Andrew.
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3448256
ISBN:	9781124538358

Empowering imagined identities: Social network sites in a Chinese English as a foreign language classroom.
Kelley, James Andrew.

Empowering imagined identities: Social network sites in a Chinese English as a foreign language classroom. - 97 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (Ph.D.)--The University of Memphis, 2010.

Little work has yet to explore the potential for the use of social network sites (SNSs) in the English as a Second Language/English as a Foreign Language (ESL/EFL) classroom, but recent trends in teaching English to speakers of other languages (TESOL) research suggest that SNSs may be a powerful context for language learning: offering students access to online communities of practice and/or imagined communities (as interpreted by Norton et al.); increased control of co-constructed/negotiated identities; and opportunities for empowering positions in authentic intercultural exchanges. This dissertation reports on a largely exploratory, empirical study of how the use of an American-based SNS in a Chinese EFL class affected specific self-reported student attitudes toward motivation. Results showed that students using SNS showed a statistically significant increase in motivation orientation traditionally considered "integrative" with the most significant comparative gains being made by those measured to be "more integrative" at the outset of the study. Detailed survey results suggest that students were not just passive receivers or learners of language and culture, but they also saw the empowering possibility of taking up expert positions in this new context that they did not find in the --SNS classes. When considered together with recent motivation research, these results seem to create a picture of SNSs as an imagined international community: one in which cultural exchange is seen as going both ways.

ISBN: 9781124538358Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Empowering imagined identities: Social network sites in a Chinese English as a foreign language classroom.
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100 1 $a Kelley, James Andrew. $3 1673952
245 1 0 $a Empowering imagined identities: Social network sites in a Chinese English as a foreign language classroom.
300 $a 97 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
500 $a Adviser: Charles Hall.
502 $a Thesis (Ph.D.)--The University of Memphis, 2010.
520 $a Little work has yet to explore the potential for the use of social network sites (SNSs) in the English as a Second Language/English as a Foreign Language (ESL/EFL) classroom, but recent trends in teaching English to speakers of other languages (TESOL) research suggest that SNSs may be a powerful context for language learning: offering students access to online communities of practice and/or imagined communities (as interpreted by Norton et al.); increased control of co-constructed/negotiated identities; and opportunities for empowering positions in authentic intercultural exchanges. This dissertation reports on a largely exploratory, empirical study of how the use of an American-based SNS in a Chinese EFL class affected specific self-reported student attitudes toward motivation. Results showed that students using SNS showed a statistically significant increase in motivation orientation traditionally considered "integrative" with the most significant comparative gains being made by those measured to be "more integrative" at the outset of the study. Detailed survey results suggest that students were not just passive receivers or learners of language and culture, but they also saw the empowering possibility of taking up expert positions in this new context that they did not find in the --SNS classes. When considered together with recent motivation research, these results seem to create a picture of SNSs as an imagined international community: one in which cultural exchange is seen as going both ways.
590 $a School code: 1194.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Foreign Language. $3 1064562
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710 2 $a The University of Memphis. $3 1025952
773 0 $t Dissertation Abstracts International $g 72-05A.
790 1 0 $a Hall, Charles, $e advisor
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791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3448256