Wing Lam Leung (Lorraine)

TESOL 302
Craft 1 page Mini- Research Proposal

Livemocha & Language Learning

Introduction
Language learning social network sites (LLSNSs), online communities specifically aimed
at encouraging collaboration between language learners (Harrison & Thomas, 2009). It provides
students opportunities to practice authentic communication skills with native speakers in
worldwide and receive constitutional education. Research shows the use of social network sites
have provides a secure platform where learners can share and exchange information comfortably.
As well as the number of usage have been increased dramatically (Lin, Warschauer & Blake,
2016). The development of language learning social network sites connect two essential features
of technology assisted language learning together, which are instruction and communication.
Livemocha is one of the major and highest traffic language learning social network sites.
Livemocha provides many literacy materials specifically for beginning and intermediate level
learners in 38 languages. In Livemocha model, learners are linked with native voluntary speaks
through Web 2.0 technologies to learn their target language (Schmidt, 2009). This platform
provides learners chances to interact with one another to practice language skills through
listening and speaking excises and receive insightful comments from peers and tutors after that,
while enjoying an environment of reciprocation and sharing. They have done a survey of 4174
Livemocha users, the result shows that users have increased their self-confidence and motivation
in language learning, especially in speaking (Zourou and Loiseau, 2013). Livemocha intends to
make social network language learning more effective and accessible for those who cannot
afford immersion and instructional learning, which also extended learners to learn in a boarder
environment. I propose examination of Livemocha used in a boarder level of practicing writing
and speaking skills as part of learning assessment. The study will examine Livemocha used as an
assessment tools for testing students writing, speaking and listening skills. The second study will
explore how Livemocha increase students language learning motivation. The guiding question
for these studies is:
1. How and in what ways does the social network of Livemocha engage students
motivation?

Wing Lam Leung (Lorraine)

TESOL 302
Craft 1 page Mini- Research Proposal

References:
Harrison, R., & Thomas, M. (2009). Identity in online communities: Social networking sites and language
learning. International Journal of Emerging Technologies & Society, 7(2), 108123.

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

Schmidt, C. (2009). Livemocha and the power of social language learning. International House
Journal of Education and Development, 28(4), Retrieved from
http://ihjournal.com/livemocha-and-the-power-ofsocial-language-learning
Zourou, K., & Loiseau, M. (2013). Bridging design and language interaction and reuse in
Livemochas culture section. In M.-N. Lamy and K. Zourou (Eds.). Social networking for
language education

(pp.77 99). Basingstoke, UK: Palgrave Macmillan.