Social Networking: A Collaborative Open Educational Resource
As a result of the Web 2.0 evolution, teachers and learners of English as a foreign language seem not to encounter any hindrances when there is the requirement to approach, access and take advantage of massive Open Educational Resources (OERs). EFL teachers and learners have been conversant with some kinds of OERs like open textbooks, streaming videos, online tutorials, open access journals, email, blogging, etc. In addition, the necessity of collaboration in learning English should be taken into consideration. Social networking sites are also considered to be an effective learning tool for EFL learners outside class time. They also play an essential role in encouraging the process of collaborative learning. This paper aims to study how social networking is facilitated as a collaborative open educational resource.
Abhyankar, A. (2011). Social networking sites. SAMVAD, 2, 18-21.
Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning?. Educause Review, 41(2), 32.
Ancu, M., & Cozma, R. (2009). MySpace Politics: Uses and Gratifications of Befriending Candidates. Journal of Broadcasting & Electronic Media, 53(4), 567–583. doi:10.1080/08838150903333064
Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. The Internet and higher education, 13(4), 188-196.
Austin, J. E. (2000). Principles for Partnership. Journal of Leader to Leader. 18 (Fall), pp. 44-50.
Baruch, A. (2013). Student-teacher relationship in the Facebook era: the student
perspective. Int. J. Continuing Engineering Education and Life-Long Learning, 23(1), 33–52.
Brady, K. P., Holcomb, L. B., & Smith, B. V. (2010). The use of alternative social networking sites in higher educational settings: A case study of the e-learning benefits of Ning in education. Journal of interactive online learning, 9(2).
Bui, T. X. T., Ha, Y. N., Nguyen, T. B. U., Nguyen, V. U. T., & Ngo, T. C. T. (2021). A Study on Collaborative Online Learning among EFL Students in Van Lang University (VLU). AsiaCALL Online Journal, 12(3), 9-21. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/32
Chau, K. G. (2021). The Effect of ICT on Learners’ Speaking Skills Development. International Journal of TESOL & Education, 1(1), 22–29. Retrieved from http://i-jte.org/index.php/journal/article/view/4. EOI: http://eoi.citefactor.org/10.11250/ijte.01.01.003
Fageeh, A. I. (2011). EFL learners’ use of blogging for developing writing skills and enhancing attitudes towards English learning: An exploratory study. Journal of Language and Literature, 2(1), 31-48.
Greenhow, C., & Askari, E. (2015). Learning and teaching with social network sites: A decade of research in K-12 related education. Education and Information Technologies, 22(2), 623–645. doi:10.1007/s10639-015-9446-9
Godwin-Jones, R. (2003). Blogs and wikis: Environments for online collaboration. Language learning & technology, 7(2), 12-16.
Halverson, E. R. (2011). Do social networking technologies have a place in formal learning environments? On the Horizon, 19(1), 62–67.
Hilton, J., III., Wiley, D., Stein, J., & Johnson, A. (2010). The four ‘R’s of openness and ALMS analysis: Frameworks for open educational resources. Open Learning, 25(1), 37–44.
Pham, D. T. T. (2021). The effects of Audiovisual Media on Students’ Listening Skills. International Journal of TESOL & Education, 1(1), 13–21. Retrieved from http://i-jte.org/index.php/journal/article/view/3. EOI: http://eoi.citefactor.org/10.11250/ijte.01.01.002
Laal, M., & Laal, M. (2012). Collaborative learning: what is it?. Procedia-Social and Behavioral Sciences, 31, 491-495.
Lafford, B. A. (2009). Toward an ecological CALL: Update to Garrett (1991). The Modern Language Journal, 93, 673-696.
Leonard, P. E., & Leonard, L.J. (2001). The collaborative prescription: Remedy or reverie? International Journal of Leadership in Education, 4(4); pp. 383–99.
Minocha, S. (2009). A case study-based investigation of students’ experiences with social software tools. New Review of Hypermedia and Multimedia, 15(3), 245-265.
Parameswaran, M., & Whinston, A. B. (2007). Social computing: An overview. Communications of the Association for Information Systems, 19(1), 37.
Peñuelas, A. B. C. (2013). Learning English With a Social Networking Site: Exploring the Use of the Ning Site by Foreign Language Learners. @ tic. revista d'innovació educativa, (10), 131-137.
Ševelj, M. (2006). Weblogs as dynamic learning spaces. In Distance Education Association of New Zealand Biennial Conference. Auckland University of Technology (AUT), Auckland, New Zealand. Retrieved April (Vol. 2, p. 2009).
Siemens, G. (2005). Connectivism: a learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(10), 3–10.
Su, A. A. T., Cao, T. X. T., Le, D. L. V., Nguyen, L. N. T., & Nguyen, T. L. A. (2021). Improving English Speaking Ability Through E-Learning. AsiaCALL Online Journal, 12(2), 58-71. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/29
Toetenel, L. (2014). Social networking: a collaborative open educational resource. Computer Assisted Language Learning, 27(2), 149-162.
UNESCO. (2002). Forum on the impact of open courseware for higher education in developing countries: Final report. Retrieved from www.unesco.org/iiep/eng/focus/opensrc/PDF/OERForumFinalReport.pdf
Welch, M. (1998). Collaboration: Staying on the bandwagon. Journal of Teacher Education; 49(1), pp. 26–38
Wiley, D. (2010). Openness as catalyst for an educational reformation. Educause Review, 45(4), 15–20. Retrieved from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume45/OpennessasCatalystforanEducati/209246
Wiley, D., Bliss, T. J., & McEwen, M. (2014). Open educational resources: A review of the literature. Handbook of research on educational communications and technology, 781-789.
How to Cite
Copyright (c) 2021 Thuy Quynh Tran
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.