Wing Lam Leung (Lorraine)

TESOL 302
Analysis of TALL #2
Language Learning Through Social Networks: Perceptions and Reality
LLSNSs is stands for language learning social network sites, it is an online
community aiming to provide variety of language learning opportunities for
learners, where students can receive instructional tutorials and develop
communication skills through practicing with native speakers in a worldly wise.
Many reasons stimulate Lin, Warschauer, and Blake to do this research, the
dramatically increasing use of SNSs, all the positive learning results from SNSs, and
it provides a platform where learners can share and exchange information
comfortably. Their focus is on Livemocha, one of the major and highest traffic
LLSNSs. Livemocha provides many literacy materials specifically for beginning and
intermediate level learners in 38 languages, receive insightful comments from both
peers and tutors after leaners finished their listening and speaking exercises. They
have done a survey of 4174 Livemocha users, the result shows that learners have
increased their self-confidence and motivation in language learning, especially in
speaking. Livemocha also enable learners to study in a boarder environment.
Although the research did not include any progression result, Livemochas
user comments and result are very convincing still. After I have read this article, I
wanted to get to know more about language learning social network, Livemocha
would be the priority. In my opinion, I think it is not only beneficial for improving my
personal proficient, but also a wonderful source to use for my future students and
career. Furthermore, language learning social network sites extends region of
language learning outside of a classroom without time and places constrain, since

user can open the website anytime and in any places. In short, language learners
must consider Livemocha be part of their language learning experiences.

Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social
networks: Perceptions

and reality. Language Learning & Technology,

20(1), 124147. Retrieved from

http://llt.msu.edu/issues/february2016/linwarschauerblake.pdf