Applying the action-oriented approach for learning languages through social-networking technology

Abstract

This paper shows how to apply the recommendations of the Common European Framework of Reference for Languages (CEFR) using social-networking technology.

The CEFR is the result of more than twenty years of research. It is a framework of reference that provides tools, guidelines, and resources for the development of language curricula, textbooks, assessments tools, and programs to support the teaching of languages.

The CEFR suggest the use of the action-oriented approach as teaching methodology for learning languages. This approach considers the student as an active participant in the learning process and a user of the language. Communication is understood as a social activity designed to accomplish specific tasks. Following this approach the language is acquired by performing a set of meaningful tasks in a real-life environment.

Nowadays the real-life environment of our students includes the interaction through social networks. They have grown up using technology and they are used to using social-networking technology in their daily life as a way to communicate. The popularity of social networking is not limited to the personal sphere. It provides access to real materials, and social and cultural interactions in any language.

In this paper we present our experience applying the action-oriented approach for learning French as a second language at university level in different degrees. We used the tool Paper. li, which is a content curator, i. e., a tool that allows gathering information relevant to a particular topic or area of interest. Paper. li allows the creation of online newspapers from information obtained through Facebook, Twitter, blogs, RSS or e-mail. In our experience, the use of this tool following a specific pedagogical method encourages students to access authentic documents and to interact with native speakers; it increases their motivation and improves their academic results.

As a summary, we can conclude that the main contributions of this paper are: (1) a brief comprehensive summary of the CEFR recommendations and the main benefits of the action-oriented approach; (2) a study of how social networks can be used to improve learning and commitment of students and how they can be integrated in the action-oriented approach (AOA); (3) a method that integrates social-networking technology into the action-oriented approach; (4) an analysis of the lessons learnt through the application of this approach.