[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593875-105":59,"doc-detail-593875-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","educational-social-media-tools-promoting-student-investment-and-language-identity-in-the-midst-of-digital-surveillance","Educational Social Media Tools - Promoting Student Investment and Language Identity in the Midst of Digital Surveillance","","Educational social media tools are increasingly used to create meaningful learning opportunities, especially through online interactions that support language learning. Yet moving students’ learning from private spaces into public ones raises ethical issues surrounding digital surveillance. This action research study examined the attitudes and experiences of 30 Japanese exchange students in Australia using Edmodo, aiming to foster English language identity and language investment. Findings show resistance rooted in perceived restriction and teacher control, while regular autonomous participation correlated with stronger academic performance and greater self-efficacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-social-media-tools-promoting-student-investment-and-language-identity-in-the-midst-of-digital-surveillance/593875/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-social-media-tools-promoting-student-investment-and-language-identity-in-the-midst-of-digital-surveillance/593875.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study trying to achieve with Edmodo?","Question",{"text":112,"@type":113},"The study aimed to encourage language investment by providing an online space for students to develop their English language identities among their Japanese peers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did some students resist or dislike using Edmodo?",{"text":117,"@type":113},"Many students felt restricted by the platform and disliked using it because it reflected teacher control and digital surveillance rather than giving them autonomy.",{"name":119,"@type":110,"acceptedAnswer":120},"How did students’ participation relate to academic strength and language investment?",{"text":121,"@type":113},"Students who engaged regularly, without prompting from the teacher, were academically stronger; the study links self-efficacy to language investment and willingness to develop language identity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593875,1792171294,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"| |  OPEN ACCESS\u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal of Applied Linguistics, 2 (2), 47-60 (2019) [https://dx.doi.org/10.29140/ajal.v2n2.159](https://dx.doi.org/10.29140/ajal.v2n2.159) |  |  |\n| Educational Social Media Tools: Promoting Student Investment and Language Identity in the Midst of Digital Surveillance |  | |\n| Melissa Barnes a\u003Cbr>a Monash University, Australia [Email: melissa.barnes@monash.edu](Email: melissa.barnes@monash.edu) |  |  |\n\nAbstract  \nThere is increasing interest in how educational technologies can be used to promote and create meaningful learning opportunities and, more specifically, how social media tools can be harnessed to encourage language learning through online interactions. Educational social media tools, however, thrust student learning from a private space into a public one and raise ethical concerns regarding digital surveillance. Drawing from Norton’s (2013) conceptualisation of language investment and identity and Bourdieu’s (1990) thinking tools of habitus and field, this paper explores the attitudes and experiences of 30 Japanese exchange students studying at a high school in Australia, as they engage with the educational social media platform, Edmodo. This action research study aimed to encourage language investment by providing an online space for students to develop their English language identities in and amongst their Japanese peers. However, this study found that many of the participating students resisted and/or disliked using Edmodo because they felt restricted by the platform, highlighting the need for students to have a sense of autonomy in the midst of teacher control and surveillance. Additionally, this study reveals that the students who engaged regularly, and without the prompting of the teacher, were students who were academically stronger, suggesting that students’ self-efficacy is closely linked to language investment and the willingness to develop their language identity.  \nKeywords: Social media, surveillance, student autonomy, language investment, language identity   \nIntroduction  \nWhile there continues to be interest in how digital literacies can be used to enhance, promote andreconceptualise teaching and learning practices, how these tools are employed and their capacity to  \npromote meaningful learning experiences for students warrant continued interrogation (Henderson, Selwyn, & Aston, 2017; Regan & Jesse, 2018; Selwyn, 2014). While a number of studies have explored how to incorporate digital literacies to promote English language learning (Barnes, 2017, 2018; Chang & Lu, 2018; Tour, 2019), there is still limited research in exploring how these tools can make language not only meaningful for students but promote student investment in language learning.  \nAdditionally, the integral role that social media plays within adolescent lives (Ahn, 2011; Barnes, 2017, 2018; Erikson et al., 2016) and the growing concerns regarding the use of social media and the generation of students ’ personal information so that it is widely available in a public space (Selwyn & Pangrazio, 2019) have created a viable market for the use of educational social media platforms. These platforms emulate the popular features of social media giant, Facebook, but are characterised by teacher surveillance. While this surveillance allows for safeguarding and/or control of the problems often associated with social media platforms, such as bullying (Best, Manktelow, & Taylor, 2014; Erikson et al., 2016: Ghosh, Badillo-Urquiola, Guha, LaViola, & Wisneiwski, 2018), the shift from learning as a private space to learning as public performativity, which is tracked and observed by others, requires further investigation (Macfarlane, 2015; Regan & Jesse, 2018) . This paper reports the findings from an action research project that deta","cbCaijgAEwJpDDDV","https://ap.wps.com/l/cbCaijgAEwJpDDDV","pdf",559802,14,"English","# Abstract\n## Introduction\n## Student Identity and Investment in Language Learning","[{\"question\":\"What was the study trying to achieve with Edmodo?\",\"answer\":\"The study aimed to encourage language investment by providing an online space for students to develop their English language identities among their Japanese peers.\"},{\"question\":\"Why did some students resist or dislike using Edmodo?\",\"answer\":\"Many students felt restricted by the platform and disliked using it because it reflected teacher control and digital surveillance rather than giving them autonomy.\"},{\"question\":\"How did students’ participation relate to academic strength and language investment?\",\"answer\":\"Students who engaged regularly, without prompting from the teacher, were academically stronger; the study links self-efficacy to language investment and willingness to develop language identity.\"}]","Educational Social Media Tools - Promoting Student Investment and Language Identity in the Midst of Digital Surveillance | PDF",1792078089,35]