Recommendations for integrating social media into the foreign language classroom

(2013) Integrating social media into the classroom curriculum. About Campus, 18(1), 16–20.

(2009) Blogging for self-determination with L2 learner journals. In T. Michael (Ed.), Handbook of research on web 2.0 and second language learning (pp. 202–212). Hershey, PA: Information Science Reference.

(2008) Learning and knowledge sharing in virtual communities of practice: Motivators, barriers and enablers. Advance in Developing Human Resources, 10(4), 541–554.

(2011) Virtual social network communities: An investigation of language learners’ development of sociopragmatic awareness and multiliteracy skills. CALICO Journal, 29(1), 24–43.

(2013) Die Welt zu Besuch im Projektseminar? Studentisches Bloggen und die Rolle von Öffentlichkeit. Zeitschrift Schreiben. Available from [URL]

(2003, May 08). Informal Learning - the other 80%. Available from [URL]

(2012) Personal learning environments, social media and self-regulated learning: A formula for connecting formal and informal learning. Internet and Higher Education, 15(1), 3–8.

(2014) Using Facebook to engage learners in a large introductory course. Teaching Sociology, 42(2), 95–104.

(2005, October). E-learning 2.0. E-learn magazine. Available from [URL]

(2010) Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324–340.

(2012) Heterogeneity and differentiation - Individualization in the EFL-classroom. In M. Eisenmann & T. Summer (Eds.), Basic issues in EFL-teaching and learning (pp. 415–428). Heidelberg, Germany: Universitätsverlag Winter.

(2011) Social interaction via new social media: (How) can interactions on Twitter affect effectual thinking and behavior? Journal of Business Venturing, 26(1), 1–18.

(2014)  Facebook friends and foreign languages - The impact of online peer-to-peer communication on academic acculturation and second language learning. Paper presented at BAAHE annual conference: Digital Trends in (Applied) Linguistics, Literature and Translation Studies, Antwerp. 28 November 2014.

(2010) Digital na(t)ives? Variation in internet skills and uses among members of the “net generation”. Sociological Inquiry, 80(1), 92–113.

(1981.) Autonomy and foreign language learning. Oxford, UK: Pergamon Press.

(2010) Net generation or digital natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722–732.

(2012) The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162–171.

(2012) Supporting small-group learning using multiple Web 2.0 tools: A case study in higher education context. Internet and Higher Education, 15(1), 29–39.

(1991) Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

(1995) The use of information technology to enhance management school education: A theoretical view. MIS Quarterly, 19(3), 265–291. Available from [URL] DOI:

(2003) Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913–945. Available from [URL] DOI:

(2005) Overview: A rationale for needs analysis and needs analysis research. In M. Long (Ed.), Second language needs analysis (pp. 19–76). Cambridge, UK: Cambridge University Press.

(2014) Social media for learning: A mixed methods study on high school students’ technology affordances and perspectives. Computers in Human Behavior, 331, 213–223.

(2006) Literacies for the digital age. In A. Martin & D. Madigan (Eds), Digital literacies for learning (pp. 3–25). London, UK: Facet.

(2009) Social networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lords (Eds.), The next generation: Social networking and online collaboration in FLL (pp. 35–58). San Marcos, TX: CALICO.

(2014) Internet-Medien und Web 2.0. In C. Lütge (Ed.), Englisch Methodik. Handbuch für die Sekundarstufe I und II (pp. 155–176). Berlin, Germany: Cornelsen Scriptor.

(1975) The writer’s audience is always a fiction. PMLA, 90(1), 9–21.

(2011) Flexibility and placemaking for autonomy in learning. Educational and Child Psychology, 28(1).

(2015) Tapping into the educational potential of Facebook: Encouraging out-of-class peer collaboration in foreign language learning. Studies in Self-Access Learning Journal, 6(2), 176–190. Available from [URL].

(2010) Facebook as a source of informal teacher professional development. In Education, 16(1), 60–73. Available from [URL]

(1997) Telecommunication networks as social space: Implications for research and policy and an exemplar. Media, Culture and Society, 191, 535–555.

(2010) Multimediale Lernumgebungen für das Fremdsprachenlernen. In W. Hallet & F.G. Königs (Eds.), Handbuch Fremdsprachendidaktik (pp. 280–284). Seelze-Velbert, Germany: Klett Kallmeyer.

(2009) The chemistry of Facebook: Using social networking to create an online community for the organic chemistry. Journal of Online Education. Available from [URL]

(2013) The role of social media in higher education classes (real and virtual): A literature review. Computers in Human Behavior, 291.

(2011) Deconstructing digital natives: Young people, technology and the new literacies. London, UK: Routledge.

(2013) Contemporary computer-assisted language learning. London, UK/New York, NY: Bloomsbury.

(2013) A critical approach to the development of blended medical communication training materials. Stellenbosch Papers in Linguistics Plus, 421, 333–351.

(2013) Medics on the Move South Africa: Access to medical words. Studies in Self-Access Learning Journal, 4(4), 338–351. Available from [URL]

(2012) Effects of an efficacy-focused approach to academic writing on students’ perceptions of themselves as writers. Journal of English for Academic Purposes, 11(4), 294–303.

(1996) Interaction in the language curriculum: Awareness, autonomy and authenticity. London, UK: Longman.

(2012) Zwischen Medieneuphorie und vermeintlicher‚ Demokratisierung des Lernens: Einige kritische Überlegungen zur Nutzung des Web 2.0 im Englischunterricht. In M. Reinfried & L. Volkmann (Eds.), Medien im neokommunikativen Fremdsprachenunterricht. Einsatzformen, Inhalte, Lernerkompetenzen (pp. 185–200). Frankfurt am Main, Germany: Lang.

(2013) Innovation and reciprocity in applied linguistics. Paper presented at the SAALT/SAALA/LSSA conference, 1 July, 2013, University of Stellenbosch, Stellenbosch.

(2011) Visitors and residents: A new typology for online engagement. First Monday, 16(9), Available from [URL] DOI:

(2010) Medienerziehung und -didaktik. In W. Hallet & F.G. Königs (Eds.), Handbuch Fremdsprachendidaktik (pp.146–150). Seelze-Velber, Germany: Klett Kallmeyer.

(2011) English as a lingua franca in Flanders. A study of university students’ attitudes. English Text Construction, 4(2), 257–278.

(2012) On the attractiveness of social media for language learning: A look at the state of the art. Apprentissage des Langues et Systèmes d’Information et de Communication, 15(1). Available from [URL]