ELT and Social Networking UNIT V

ELT and Social Networking

1. What is ELT and Social Networking?

ELT (English Language Teaching) refers to the process of teaching English as a second or foreign language with the aim of developing learners’ Listening, Speaking, Reading, and Writing (LSRW) skills, along with grammar, vocabulary, pronunciation, and communicative competence.

Social networking refers to the use of online platforms and digital communities that allow users to create content, share ideas, communicate, collaborate, and interact with others in real time or asynchronously.

ELT and social networking together mean the use of social media platforms and networking tools to facilitate English language learning through communication, collaboration, interaction, and authentic language use.

In modern education, social networking acts as an extended classroom where learners practice English beyond textbook boundaries.

2. Why Social Networking is Needed in ELT

The integration of social networking in ELT is essential due to technological advancement, learner diversity, and communicative needs.

2.1 Authentic Language Exposure
Social networking provides real-life language input through posts, comments, chats, videos, and discussions, helping learners understand natural usage of English.

2.2 Learner Engagement and Motivation
Students are already familiar with social media. Using it for ELT increases motivation, interest, and participation.

2.3 Development of Communicative Skills
Social networking encourages real communication, meaningful interaction, and collaborative learning which are core principles of Communicative Language Teaching (CLT).

2.4 Anytime–Anywhere Learning
Learners can practice English beyond classroom hours, promoting continuous and lifelong learning.

2.5 Learner-Centred Approach
Social networking supports self-expression, creativity, autonomy, and peer learning.

2.6 Alignment with NEP-2020
NEP-2020 emphasizes digital learning, blended learning, experiential learning, and technology integration, making social networking highly relevant to ELT.

3. Types of Social Networking Used in ELT

3.1 Social Media Platforms
Used for sharing ideas, discussions, and communication.

• Facebook groups
• Instagram posts and reels
• X (Twitter)
• Threads

ELT Use:
Writing short paragraphs and captions, vocabulary building, discussion-based learning, opinion writing.

3.2 Messaging and Chat Applications
Used for instant communication and interaction.

• WhatsApp
• Telegram
• Messenger

ELT Use:
Group discussions in English, speaking practice via voice notes, grammar correction, peer feedback.

3.3 Video-Based Social Networking
Used for visual and oral language development.

• YouTube
• Instagram Live
• Facebook Live

ELT Use:
Listening comprehension, pronunciation practice, public speaking, storytelling and presentations.

3.4 Professional Networking Platforms
Used for academic and professional English.

• LinkedIn
• ResearchGate (limited ELT use)

ELT Use:
Business English, formal writing, resume and profile writing, professional communication.

3.5 Collaborative Networking Platforms
Used for group work and collaborative learning.

• Google Docs
• Padlet
• Blogs and forums

ELT Use:
Collaborative writing, peer editing, project-based learning.

4. Relationship Between ELT and Social Networking

The relationship between ELT and social networking is interactive, complementary, and pedagogically significant.

• Listening – Videos, podcasts, live streams
• Speaking – Voice chats, live discussions
• Reading – Posts, blogs, comments
• Writing – Status updates, blogs, messages
• Vocabulary – Context-based word learning
• Grammar – Natural exposure and correction
• Culture – Global interaction

Social networking bridges the gap between classroom English and real-life English.

5. Examples of Using Social Networking in ELT

Example 1: Writing Skill
Students write short essays or reflections as Facebook posts and comment on peers’ work.

Example 2: Speaking Skill
Students send voice notes on WhatsApp or participate in Instagram Live discussions.

Example 3: Listening Skill
Teachers share YouTube videos and ask comprehension questions.

Example 4: Vocabulary Learning
Students learn new words through hashtags, captions, and comments.

Example 5: Collaborative Learning
Students write a group story using Google Docs or Padlet.

6. Role of the Teacher in ELT through Social Networking

• The teacher acts as a facilitator
• The teacher acts as a content curator
• The teacher acts as a motivator
• The teacher acts as a language guide
• The teacher acts as a moderator
• The teacher acts as an evaluator
• The teacher teaches digital ethics and netiquette

Role of the Teacher in ELT through Social Networking

1. The Teacher Acts as a Facilitator

As a facilitator, the teacher guides and supports learning rather than dominating it. In social-network-based ELT, the teacher helps students use platforms effectively for language practice.

The teacher encourages interaction, collaboration, and active participation and helps learners overcome fear while using English in online environments.

Example: The teacher creates a WhatsApp or Google Classroom group where students discuss topics in English under guidance.

2. The Teacher Acts as a Content Curator

As a content curator, the teacher selects, organizes, and shares appropriate learning materials from social networking platforms.

The teacher ensures that the content is authentic, relevant, safe, and suitable to learners’ level.

Example: The teacher shares YouTube videos or Instagram reels related to a lesson and plans language activities around them.

3. The Teacher Acts as a Motivator

As a motivator, the teacher inspires learners to use English confidently and actively on social networking platforms.

The teacher builds confidence by appreciating learners’ efforts and encouraging participation.

Example: The teacher appreciates students’ English posts in a Facebook group through comments and feedback.

4. The Teacher Acts as a Language Guide

As a language guide, the teacher helps learners improve accuracy, fluency, grammar, vocabulary, and pronunciation.

The teacher corrects errors politely and constructively without discouraging communication.

Example: The teacher provides corrective feedback on students’ comments or messages written in English.

5. The Teacher Acts as a Moderator

As a moderator, the teacher ensures discipline, respect, and academic focus in online discussions.

The teacher monitors interactions to prevent misuse, inappropriate language, or off-topic discussions.

Example: The teacher monitors an online forum and reminds students to follow netiquette rules.

6. The Teacher Acts as an Evaluator

As an evaluator, the teacher assesses learners’ language skills, participation, and progress through social networking activities.

Evaluation is mostly formative and continuous, focusing on real language use.

Example: The teacher evaluates students based on online discussions, voice notes, and collaborative writing.

7. The Teacher Teaches Digital Ethics and Netiquette

The teacher plays a vital role in teaching digital ethics and netiquette to ensure responsible online behaviour.

Learners are guided about respectful communication, privacy, cyber safety, plagiarism, and ethical content sharing.

Example: The teacher explains dos and don’ts of social media and encourages respectful and ethical language use.

7. Conclusion

ELT and social networking together create a dynamic, interactive, and learner-centred language learning environment. Social networking transforms English learning from a classroom-bound activity to a real-life communicative experience. However, effective use depends on proper guidance, pedagogical planning, and responsible teacher involvement.

Thus, social networking is not a distraction in ELT but a powerful pedagogical tool when used wisely.