Annotated Bibliography 2026.01.30

Annotated Bibliography

Yu Borui   2026.01.30

When reading the article written by Reinhardt, I found it interesting to connect social media with linguistic study. This bibliography will mainly focus on the functions and impacts of social media. 

Zhu, Y., & Chen, H. (2015). Social media and human need satisfaction: Implications for social media marketing. Business Horizons, 58(3), 335–345.

According to Zhu and Chen, social medias could be classified into two dimensions. The first one is profile-based platform, which emphasizes the user's personal identification and information. The second one is content-based platform, which regard content as its core, the users could establish network according to the topics that they are all interested in. When combining these two demensions, four main types of social medias could be formed. Those are relationship, self-media, collaboration, and creative outlets. 

Dudeney, G., & Hockly, N. (2012). Social media in second and foreign language learning. Language Teaching, 45(4), 413–445.

Early Research done by Dudeney showed that social media can have four positive impacts to the second language acquisition. The first one is it can help increase output production because learners can talk and write more in CMC (Computer-Mediated Communication) environment. The second advantage is it can help learners access to a wider range of discourses by reaching and using more diverse types and topics of English (or to say second language).Thirdly, it can promote equalized participation, more and more people can get into this circle and express their opinions. Last but not the least, it can lead to increased fluency (even sometimes it will decrease the accuracy). From my point of view, it is not only a tool for communication, but also a great connection between entertainment and studying.

Campbell, A. P. (2003). Weblogs for Use with ESL Classes. The Internet TESL Journal, 9(2).

In this article, Campbell explored how weblogs, as a Web 2.0 tool, can be applied to language teaching and learning. It identified three main types of educational blogs and their functions: teacher blogs, student blogs, and classroom blogs. The discussion emphasized that blogs help promote reflective learning and foster a sense of ownership/authority over the learning content. When talking about different founctions of each, teacher blogs serve as collections of classroom reference materials and resources maintained by teachers; student blogs function as individual online journals or portfolios of student work; and classroom blogs serve as spaces for collaboration and interaction. This reminds me the student blogs of our class. Not only can we post our thoughts of homework and readings on the blogs, but also can we share our ideas, it is crucial for us to learn from our classmates, different ideas can be combined together to promote every classmate's critical thinking ability and to make them wiser in the progress of linguistic acquisition.

Jin, L. (2018). Digital affordances on WeChat: Learning Chinese as a second language. Computer Assisted Language Learning, 31(1), 27–52.

According to Jin's research, a case study of how two Chinese language learners studying in Shanghai used the WeChat platform for language learning showed the feasibility of Wechat. Functions like voice, text and image can support the learners to communicate and to actively engage when exposed to an actual context. As a Chinese native speaker, I personally think Wechat as a effective communicative tool for Chinese learners (especially foreigner learners), just like "Line" for Japanese learners. The functions play a crucial role in exchanging information, increase autonomy and decrease anxiousness.

Reinhardt, Jonathon, and Steven L. Thorne. “Multimodal Instruction and Immersive Participatory Practice.” Present and Future Promises of CALL: From Theory and Research to New Directions in Language Teaching, edited by Nancy Arnold and Lindsay Ducate, CALICO, 2011

As described in the research, as social medias gradually replaces traditional media, it becomes one of the most important methods for people to obtain information. Which means, second language learners can be exposed to language materials from diverse sourses, with varying perspectives and inconsistent authenticity. Therefore, integrating media literacy education into second language teaching is particularly crucial. This teaching approach, which combines language learning with media literacy, helps enhance learners' critical thinking skills and intercultural understanding.




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