A tale of tweets: Analyzing microblogging among language learners

In these days of ubiquitous tweeting, language teachers must consider whether microblogging is an activity that will bring benefits to the learning experience. Recent research (Junco et al., 2010 and Messner, 2009, among others) indicates that Twitter is becoming increasingly popular in classrooms, but few studies (see for example, Borau et al., 2009 and Junco et al., 2010) have empirically examined the linguistic, attitudinal or content-based outcomes of such implementation. This paper discusses the role of Twitter in an intermediate French class (4th or 5th semester of French at the University level), in which students tweeted weekly with each other and with native French speakers. The goal for using Twitter was to build community among learners in the U.S. and in France and to provide opportunities for creative language practice outside of class time. Data suggest that participants quickly formed a collaborative community in which they were able to learn, share and reflect. Attitudinal data and discourse analysis findings are presented to discuss the use of this medium in language learning.