Social

Networks as Integrated
Tools for Teaching EFL
I INTERNATIONAL FORUM: English Language Connecting People to the
World
UNASAM Language Center

2016

Social Networks as Integrated Tools for Teaching EFL

CSAR A. PABLO CERNA, B.ED., UNMSM
cesar.a.pablo@hotmail.com

I. Imagine you are a stakeholder (Language Center Director, Program Director,
Academic Coordinator, a Senior Teacher, etc.) in the Language Center in this
university. Answer the following questions in your new role:
a. What do we believe is the role of technology in the English language
learning process?
______________________________________________________________
______________________________________________________________
b. How can we help our students further develop their knowledge of and skills
in the language through technology?
______________________________________________________________
______________________________________________________________
c. How can we give our students enough freedom so that they feel
empowered and motivated enough to do it regularly on their own?
______________________________________________________________
______________________________________________________________

II. Integration of technology into the curriculum

Institutional Philosophy on
Teaching and Learning

______________________
______________________

Academic Program: Mainstream

Curriculum

______________________
______________________

Coursel Level

______________________
______________________

Integration of technology throughout the curriculum. (Mercado, 2012: 5)

III. Definition: Social networks
Literature on online technology defines social networks, also known as social media,
as Internet-based programs that help people expand their businesses and/or social
contacts by making connections through individuals. Harmer, J. (2012: 193) refers to
social network as programs that teachers can use to get their students talking to
each other, sending messages, writing group stories or sharing photographs and
descriptions.

IV. Learning by doing: Blooms taxonomy

CR__T_
_V_L__T_
_N_LYZ_
_PPLY
_ND_RST_ND
R_M_MB_R


V. Tasks: You will be assigned a specific task. In pairs or small groups, read the task
carefully and answer it in the third column.
Task type
Tasks
Answers / Notes
Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

List all the social networks

(media) that you know


On the right there are two
answers to the question
below. Choose the best
answer and explain your
choice.
Q: How would you use
WhatsApp for practicing
controlled dialogs?
Discuss all the possible uses
of social network (media)
programs in language
teaching and learning.
What are the possible side
effects (unexpected results)
of social network (media)
usage in the field of language
teaching?
Should learners from all
levels (basic, intermediate,
advanced) have access to
social network (media) in the
classroom? Explain your
answer.
Create a new social network
(media) program. Consider
the criteria listed on the
right:

_____________ _____________
_____________ _____________
_____________ _____________

A1: I would have person A record

his/her line and then have person B
type his/her part of the line.
A2: I would have person A record
his/her line and then have person B
record his/her line.

What it is called:
What it does:
How it works:
How it could be used in the
classroom:

VI. References
Chinnery, G. (2014, November 1). CALL Me Maybe: A Framework for Integrating
the Internet into ELT: English Teaching Forum, Volume 52, p. 9
Harmer, J. (2012). Essential Teacher Knowledge: Core concepts in English language
teaching. Essex, England: Pearson Education Limited.
Mercado, L. (2012). English Language Learning and Technology. Buenos Aires,
Argentina: Cengage Learning
Sharma, P. & Barrett, B. (2007). Blended Learning: Using technology in and beyond
the language classroom. Oxford, UK: Macmillan Education.
Son, J. (2011, January). Online Tools for Language Teaching: Teaching English as a
Second or Foreign Language, Volume 15, retrieved from http://www.teslej.org
Stanley, G. (2013) Language Learning with Technology: Ideas for integrating
technology in the language classroom. Cambridge, UK: Cambridge University
Press.