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Utilizing Facebook in language classrooms: social constructivist and affective filter approaches
Saaty, Ahdab A1.
Interaction is a fundamental process in any learning environment for knowledge construction.
However, not every interaction leads to increased or meaningful learning. When interaction
influences learners’ meaning-making, we can say that interaction is meaningful. Facebook, as an
emerging social network educational tool, has been increasingly implemented in second/foreign
language classrooms. This article aims to answer the following question: How can social
constructivist theory and affective filter hypothesis re-conceptualize meaningful, collaborative
online interaction through Facebook in second/foreign language settings? To explore the current
state of research and inform future studies, this article reviews previous research on the use of
Facebook in second/foreign language classes. All articles were accessed using Google Scholar,
ERIC, and ProQuest databases. The researcher examines empirical studies published in peerreviewed
journals from 2007 to 2014. This article argues that social constructivist theory and
affective filter hypothesis can help to illustrate the ways that Facebook as an educational tool,
can enhance collaborative learning and meaningful interactions in second/foreign language
settings. The researcher provides pedagogical implications of Facebook, as a useful and
meaningful learning environment for language learners that could support, enhance, and
strengthen their learning process. The researcher also addresses potential research directions for
Facebook use in second/foreign language settings.
Affiliation:
- King Abdulaziz University, Saudi Arabia
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