The Use of Edmodo to Enhance Second Language Learning among Japanese and American College Students

Abstract

This study describes an attempt of using Edmodo which is a social networking site (SNS) for the connection between Japanese and English learning beyond not just classrooms but also countries. This language learning opportunity with Edmodo connecting Japanese and American college students can be considered as “Technology Enhanced Language Learning (TELL)” (Walker & White, 2013), incorporating the theory of “Community of Practice” (CoP) (Wenger, 1998).
The use of mobile devices and tablets has been highlighted in language education and it is recently called “Technology Enhanced Language Learning (TELL)”. Walker & White (2013) point out that TELL is recognized as a context where language exists and is utilized. For TELL, various devices (e.g, iPad) and applications (e.g., Facebook) are used. Edmodo is one of the remarkable education oriented SNSs.
Nevas (2010) revealed that through Edmodo students actively engaged in more stimulating work due to increased interactive opportunities. Mills & Chandra (2011) argue that Edmodo enables students to connect with each other closely and also contributes to developing a strong classroom community. Learners’ connections on Edmodo are considered as an application of the theory of Community of Practices (CoP). In language learning, interaction with native-speakers is often desirable for non-native learners because it can provide the context of “situated learning” (Lave &Wenger, 1991). However, research on the use of Edmodo for language education incorporating the theory of CoP is new. Thus, it is valuable to conduct a practical study which focuses on Edmodo and CoP.
In this project, one instructor of English at a university in Japan and another teaching Japanese at a university in the US employed Edmodo as a language learning tool beyond their classrooms. Sixty-two Japanese college students were paired with 53 American university students for exchanging postings. The instructors assigned suitable topics such as self-introduction and favorite places, considering the students’ language levels in the target language.
In the first phase of the project, the Japanese students posted on Edmodo and the American students commented on their partners’ postings. In the second phase, the roles were reversed. The students interacted with each other four times during one semester. In the final phase, all students wrote feedback on the Edmodo project in their native languages. All of the students gave positive feedback on the project and demonstrated that the use of Edmodo was a valuable experience for both Japanese and English learning.
In this presentation, we will focus on Japanese learning and will discuss the successful aspects and issues confronted in the Edmodo project, based on the feedback from the students and the instructor at the American university. This study will provide useful insights into the use of Edmodo incorporating the theory of CoP and the development of global connection with new technology.