Social Networking Behind Student Lines in Japan

Social Networking Behind Student Lines in Japan

Steve McCarty (Osaka Jogakuin College, Japan)
Copyright: © 2009 |Pages: 21
DOI: 10.4018/978-1-60566-190-2.ch010
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Abstract

In a cross-cultural educational context of TEFL in Japan, the author sought to enhance the integrative motivation of students toward the target language community through a supplementary online dimension. The social networking site (SNS), Mixi, was selected because it is familiar to most college students in Japan. The Mixi Japanese language interface is illustrated in this chapter, describing functions possibly applicable to education. A YouTube video that introduces Mixi in English, made in authentic collaboration with students, is also referenced as a representative CALL 2.0 classroom activity. More importantly, joining Mixi presented an opportunity to go behind the lines into student territory. Teachers and students, whether foreign or Japanese, customarily maintain their social distance in terms of separate affiliations. Social networking with Japanese students further involves issues of online technological proficiency, biliteracy, and the necessity of an invitation. The author negotiated with three 2007-08 classes on networking through Mixi, with varying outcomes extending beyond the classroom and the school year. Metaphors of lines and perspectives including “technoscapes” (Appadurai, 1990) are proposed to interpret the results, but Japanese socioculture may be most salient to account for the particulars. Student attitudes are probed as to a possible ambivalence in valuing their free expression in Mixi versus the integrative motivation of social involvement with a teacher. One prediction was that results would differ as to whether or not a teacher was welcome in a student community depending on how students were approached for an invitation. Social networking is proposed as a Web 2.0 educational approach that is authentic, collaborative, and immersive in cutting through power hierarchies and positively blurring the distinction between the classroom and the real life of students and teachers, which nowadays includes a virtual dimension.
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Efl Uptake And Technology Use Among Students In Japan

Briefly with regard to the subjects of this study, the EFL situation in Japan is problematical in a number of dimensions. While nearly everyone studies English for at least six years in secondary school, and children’s English is increasingly popular among parents, the Japanese language predominates outside of classes, which do not meet often enough or provide enough listening input and speaking practice. English serves as a test subject for gatekeepers to rank students academically, affecting their future willy-nilly, whether they ever need English or not, so in compulsory EFL classes some students naturally regard the work as an imposition. A disincentive tied to a mutually exclusive sense of cultural identity is that a student who speaks a foreign language fluently may be singled out from her peer group as different or crossing over in affiliation, which threatens the vulnerable young person living in a social world with exclusion. Educational officialdom is more concerned with maintaining Japaneseness than encouraging goals of bilingualism and biculturalism, so there is a pervasive ambivalence about English. Thus motivation tends to be extrinsic or instrumental rather than intrinsic or integrative. Yet teachers are expected to motivate students, so they either read their lines perfunctorily or go to great lengths including innovations in CALL (Computer-Assisted Language Learning).

The technological background of students is that of an advanced nation, but ubiquitous use of Internet-capable mobile phones with cameras and ever more functions has somewhat stunted the computer skills of students beyond what is necessary or convenient for school work. Despite a shortage of IT workers, computer-related courses are relatively less popular in Japan than in many other countries, which heightens the challenge of teachers to innovate while starting from where the students are in computer proficiency. As this chapter will show, however, social networking is very popular among young people and works to converge computers and mobile phones as they access the same platform.

The subjects of this study are female students, who tend to be shy with computers compared to males, as a sort of believed self-stereotype. Osaka Jogakuin College (OJC) has a women’s 2-year and 4-year program where everyone majors in English. Unlike the general situation described above, the students have chosen EFL, so intrinsic motives can be activated. The college encourages women’s empowerment, so a teacher can promote technological empowerment. The integrated content-based curriculum, recognized as “Good Practice” by the Education Ministry, has the effect of integrating the faculty as well, Japanese and non-Japanese, full-time and part-time. Like most other private colleges in an ageing society, OJC is not difficult to enter, but students have to work hard and therefore tend to achieve remarkable growth in English proficiency. More classes are taught in English by native speakers than at most colleges in Japan. In this institutional culture, teaching is emphasized more than research and each student is valued as an individual.

Key Terms in this Chapter

Second Life: Sometimes referred to as simply SL, Second Life is a 3D virtual reality developed by the Linden Lab in California, USA, that was launched in 2003. It became more prominent in late 2006 as a number of global corporations and educational institutions opened buildings there. Based on a free downloadable client, Second Life estimates that up to 18 million accounts have been registered there as of early 2008.

Socioculture: The combination of social factors, some of which may be incidental to contemporary institutions, with cultural factors that are deeply ingrained and passed across generations, strongly coloring people’s identity and communication style. The resultant combination affects people’s tendencies to affiliations that can be related to languages, and this chapter utilizes metaphors of lines to symbolize existing sociocultural borders that may constrain cross-cultural communication along with other patterns of behavior.

Integrative Motivation: A type of motivation that is particularly relevant to learning foreign languages, it refers to a learner’s intrinsic orientation or desire to communicate with, be more like, or to join the L2 (second or foreign language) user community. Developed chiefly by R. C. Gardner, the concept has been refined by Z. Dörnyei and others, moving away from fixed attitudes toward the possibility of transformation as hypothesized in this chapter.

TEFL: Teaching English as a Foreign Language (EFL). Teaching English where another language is predominant in the environment. Therefore, English input or practice in a country like Japan often depends on classes that do not meet often or long enough to match the results of an ESL environment where, by contrast with EFL, English pervades the environment outside of class as well.

SNS: Social networking site or sites, sometimes social networking service or services. To users it is an online gathering place for enhancing relationships and making new acquaintances by sharing words and media about oneself and one’s world. Successful SNS companies provide mostly free services and gain revenues through advertisements rotating on users’ Web pages. Functionality differs according to technology and culture, but common functions are profiles, blogging, photos and short videos, with messaging and RSS-style notifications of new entries by a user’s friends and topical communities.

Technoscapes: A type of global cultural flow in A. Appadurai’s anthropology of globalization. It foregrounds the various perspectives people have on technologies, and this “perspectivity” can be useful in considering the varying background knowledge of students in CALL (computer-assisted language learning) classes. Globalization generally affects such students in Japan, but this chapter finds that knowing the specific cultural background of students is essential to interpreting their use of social networking technology.

Mixi: The most popular SNS in Japan with users estimated at over ten million, possibly over a tenth of the whole population, predominantly students and young adults. Most of its functions are accessible from the mobile phones ubiquitous in Japan. In this chapter Mixi provides a supplementary online dimension for a teacher to motivate EFL students and continue the human relationship after classes end.

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Editorial Advisory Board
Table of Contents
Foreword
Mark Warschauer
Preface
Michael Thomas
Acknowledgment
Michael Thomas
Chapter 1
Michael Vallance, Kay Vallance, Masahiro Matsui
The grand narrative of educational policy statements lack clear guidelines on Information Communications Technology (ICT) integration. A review of... Sample PDF
Criteria for the Implementation of Learning Technologies
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Chapter 2
Mark Pegrum
This chapter discusses the application of a range of Web 2.0 technologies to language education. It argues that Web 2.0 is fundamentally about... Sample PDF
Communicative Networking and Linguistic Mashups on Web 2.0
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Chapter 3
Bernd Rüschoff
Current thinking in SLA methodology favours knowledge construction rather than simple instructivist learning as an appropriate paradigm for language... Sample PDF
Output-Oriented Language Learning With Digital Media
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Chapter 4
Infoxication 2.0  (pages 60-79)
Elena Benito-Ruiz
This chapter reviews the issue of information overload, introducing the concept of “infoxication 2.0” as one of the main downsides to Web 2.0. The... Sample PDF
Infoxication 2.0
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Chapter 5
Margaret Rasulo
The aim of this chapter is to discuss the effectiveness and the necessity of forming a community when engaged in online learning. The Internet and... Sample PDF
The Role of Community Formation in Learning Processes
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Chapter 6
Tony Mullen, Christine Appel, Trevor Shanklin
An important aspect of the Web 2.0 phenomenon is the use of Web-embedded and integrated non-browser Internet applications to facilitate... Sample PDF
Skype-Based Tandem Language Learning and Web 2.0
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Chapter 7
Gary Motteram, Susan Brown
Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an... Sample PDF
A Context-Based Approach to Web 2.0 and Language Education
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Chapter 8
Lut Baten, Nicolas Bouckaert, Kan Yingli
This case study describes how a project-based approach offers valuable new opportunities for graduate students to equip them with the necessary... Sample PDF
The Use of Communities in a Virtual Learning Environment
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Chapter 9
George R. MacLean, James A. Elwood
Prensky (2001) posited the emergence of a new generation of “digital natives” fluent in the language of cyberspace and familiar with the tools of... Sample PDF
Digital Natives, Learner Perceptions and the Use of ICT
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Chapter 10
Steve McCarty
In a cross-cultural educational context of TEFL in Japan, the author sought to enhance the integrative motivation of students toward the target... Sample PDF
Social Networking Behind Student Lines in Japan
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Chapter 11
Antonie Alm
This chapter discusses the use of blogs for foreign and second language (L2) learning. It first outlines the suitability of blogs for language... Sample PDF
Blogging for Self-Determination with L2 Learner Journals
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Chapter 12
Revathi Viswanathan
Training ESL students in soft skills and employability skills with the help of Web 2.0 technologies is the current trend in Indian educational... Sample PDF
Using Mobile Technology and Podcasts to Teach Soft Skills
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Chapter 13
Andy Halvorsen
This chapter looks at the potential use of Social Networking Sites (SNSs) for educators and second language learners. It views SNSs broadly through... Sample PDF
Social Networking Sites and Critical Language Learning
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Chapter 14
Nicolas Gromik
This chapter reports on an ongoing project conducted at Tohoku University in Sendai, Japan. A mixed group of seven advanced EFL learners produced... Sample PDF
Producing Cell Phone Video Diaries
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Chapter 15
Thomas Raith
This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0... Sample PDF
The Use of Weblogs in Language Education
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Chapter 16
Nat Carney
This chapter gives a comprehensive overview of blogs in Foreign Language Education (FLE) through reviewing literature, critically analyzing... Sample PDF
Blogging in Foreign Language Education
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Chapter 17
Pete Travis, Fiona Joseph
In particular, this chapter looks at the potential role of Web 2.0 technologies and podcasting to act as a transformational force within language... Sample PDF
Improving Learners' Speaking Skills with Podcasts
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Chapter 18
Volker Hegelheimer, Anne O’Bryan
The increasing availability of mobile technologies is allowing users to interact seamlessly with a variety of content anytime, anywhere. One of... Sample PDF
Mobile Technologies, Podcasting and Language Education
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Chapter 19
Jenny Ang Lu
This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language... Sample PDF
Podcasting as a Next Generation Teaching Resource
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Chapter 20
Matthias Sturm, Trudy Kennell, Rob McBride, Mike Kelly
Web 2.0 tools like blogs, Wikis, and podcasts are new to the vocabulary of language acquisition. Teachers and students who take full advantage of... Sample PDF
The Pedagogical Implications of Web 2.0
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Chapter 21
John Paul Loucky
This study describes a task-based assessment (TBA) approach to teaching reading and writing online. It then analyzes key factors emerging from the... Sample PDF
Improving Online Readability in a Web 2.0 Context
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Chapter 22
Jaroslaw Krajka
This chapter contrasts the use of corpora and concordancing in the Web 1.0 era with the opportunities presented to the language teachers by the Web... Sample PDF
Concordancing 2.0: On Custom-Made Corpora in the Classroom
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Chapter 23
Darren Elliott
This chapter looks at the ways in which teacher training and teacher development are taking place online. It seeks to address the ways in which... Sample PDF
Internet Technologies and Language Teacher Education
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Chapter 24
Sarah Guth
This chapter discusses the potential of social software and Web 2.0 tools to enhance language learning in a blended learning context. It describes... Sample PDF
Personal Learning Environments for Language Learning
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Chapter 25
Shudong Wang, Neil Heffernan
This chapter introduces the concept of Mobile 2.0, a mobile version of Web 2.0, and its application to language learning. The chapter addresses the... Sample PDF
Mobile 2.0 and Mobile Language Learning
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Chapter 26
Euline Cutrim Schmid
The first part of this chapter discusses the transformative potential of Interactive Whiteboards (IWBs), by analyzing the opportunities of using... Sample PDF
The Pedagogical Potential of Interactive Whiteboards 2.0
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Chapter 27
David Miller, Derek Glover
This chapter summarizes the work underway to chart, critically evaluate, and systematize the introduction of interactive whiteboards (IWB) into... Sample PDF
Interactive Whiteboards in the Web 2.0 Classroom
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Chapter 28
Samuel Holtzman
The process of technological inclusion begins with an analysis of the features and functions of the specific tool in consideration. Pedagogy should... Sample PDF
Web 2.0 and CMS for Second Language Learning
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