What happens beyond the classroom: Scaffolding at a social network site

Abstract

Rapidly changing technologies are generating learning environments in which educational institutions are in-creasingly utilizing online learning. Therefore, to ensure efficacious learning outcomes, it is important to un-derstand learners’ behaviour in these fast-moving learning environments. Sociocultural theory (Vygotsky, 1978) emphasizes that learning develops through social relationships and therefore, social interaction and collaboration are essential; the role of social interaction is core to learning language. A Social Network Site (SNS) that promotes strong community-based communication could offer a ‘society’, that was envisaged by Vygot-sky’s notion of social interaction leading to learning. If it achieves this, language learners and native speakers form an SNS community and we could expect them to provide and receive scaffolding to share a wide range of knowledge. This article presents a study of SNS efficacy by examining the provision of scaffolding and interactions between Japanese language learners and native speakers. By analysing the data using a new activity system model, the study proposes a new approach to online discussion forums for foreign languages involving mixed proficiency levels, which are programmed to enhance learners’ motivation.