Incorporating Facebook in an Intermediate-Level Chinese Language Course

A Case Study


  • Shenggao Wang
  • Deoksoon Kim



This qualitative case study examined four undergraduates in an
intermediate-level Chinese language class. We investigated
participants’ perceptions of Facebook as a pedagogical tool in Chinese
language learning and their engagement in free posting and online
Chinese communication on Facebook. Data include all participants’
Facebook posts and comments, a semi-structured survey questionnaire,
semi-structured interviews, and researchers’ online observations and
field notes. Our analysis revealed that participants engaged in a free
Facebook posting activity mainly through (a) affective expression, (b)
interactive communication, and (c) group-oriented salutations. These
Facebook-supported social interactions offered many opportunities for
language-learners to use Chinese in a relatively authentic environment
while carrying out familiar on-line activities. Participants also
reported that they favored both the concept of free writing in Chinese
and its integration into Facebook posting. The study suggests that
language-learning tasks should be authentic and that the use of
technological tools such as Facebook can provide such tasks.




How to Cite

Wang, Shenggao, and Deoksoon Kim. “Incorporating Facebook in an Intermediate-Level Chinese Language Course: A Case Study”. IALLT Journal of Language Learning Technologies, vol. 44, no. 1, Apr. 2014, pp. 38-78,