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Social aspects of technology have been proposed as support, yet effective implementation is unclear. This study examines how teachers and learners use social networking via Quizlet and teacher-led LINE support to facilitate supplementary out-of-class vocabulary learning, analyzing engagement across two consecutive semesters and related interaction logs.",{"@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/enhancing-online-language-learning-task-engagement-through-social-interaction/593885/",{"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/enhancing-online-language-learning-task-engagement-through-social-interaction/593885.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in language learning?","Question",{"text":112,"@type":113},"The study addresses the difficulty of encouraging sustained language learning engagement outside formal class time and the uncertainty about how social technologies can support it.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study support out-of-class vocabulary learning?",{"text":117,"@type":113},"It examines supplementary vocabulary learning through Quizlet, with teacher support provided via LINE in a second semester.",{"name":119,"@type":110,"acceptedAnswer":120},"How was learner engagement investigated across the study?",{"text":121,"@type":113},"Learner engagement was examined over two consecutive semesters using the same two intact classes, and the study also analyzed interaction logs from the LINE group and individual teacher interactions.","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},593885,1792078106,{"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":81,"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":129,"read_time":143,"preview_page_count":4},4398046744996,"OPEN ACCESS  \nAustralian Journal of Applied Linguistics  \nISSN 2209-0959  \n[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/)  \nAustralian Journal ofApplied Linguistics, 1 (2), 88-101 (2018) [https://dx.doi.org/10.29140/ajal.v1n2.78](https://dx.doi.org/10.29140/ajal.v1n2.78)  \nEnhancing Online Language Learning Task Engagement through Social Interaction  \nPHUONG TRAN a  \na Waseda University, Japan  \n[Email: phuongtran@fuji.waseda.jp](Email: phuongtran@fuji.waseda.jp)  \nAbstract  \nEncouraging learners to engage in learning activities outside of formal class time is an ongoing challenge for language teachers. It has been argued that the social aspect of technologies can used asa support for learning, but how to achieve this remains a challenge. There is evidence that from a theoretical perspective, social networking appears to provide many of the conditions necessary for supporting learning, and there is an increasing number of studies that have started to explore the potential of social networking in language learning contexts. Results thus far have been rather mixed, where learners tend to show positive attitudes but limited interaction. The purpose of the current study is to examine how social networking is used by teachers and learners as a support for supplementary out-of-class vocabulary learning through Quizlet. Learner engagement was investigated in two consecutive semesters using the same two intact classes in each semester (N=48), the first semester where learners were given support in class, and the second semester where learners were provided with support by the teacher using LINE. Learner engagement in the Quizlet activities across the two semesters were investigated, as well as the logs of all interactions in the class LINE group and the individual interactions with the teacher. The results are discussed in terms of how social networking may be used as a support tool in terms of a community discussion tool, a teacher-to-student reporting tool, and student-to-teacher reporting tool.  \nKeywords: online language learning, task engagement, social interaction, social networking   \nIntroduction  \nMany language teachers are faced with the challenging task of encouraging students to engage in activities outside of class time. There is evidence to show that sustained engagement with the target language outside of class is beneficial to language learning (Nakata, 2008), but this requires not only motivation, but also specific learning strategy skills to be able to make the most of the time that they spend engaged in the activities (Romeo & Hubbard, 2012) . Language learning outside of class has  \nattracted an increasing amount of attention over the past several years (e.g., Nunan & Richards, 2015) . There have been numerous studies that have linked technology with learning outside of class (see Irie & Stewart, 2017), but it is necessary for students to be sufficiently familiar with the technologies they are required to use as well as knowing how to use them for studying (Stockwell, 2013) . It is easy for learners to lose track of what they should be doing, and how and why they should be doing it when engaging in activities outside of class.  \nThere is an enormous range of materials available to learners—particularly learners of English—that can be accessed over the Internet or through dedicated language learning apps on smartphones, and even YouTube guides that can provide explanations about how to use these resources (see Vandergriff, 2016). Despite the availability of these resources, an issue of concern for teachers is that they seem togo largely unused by the majority of users. This has often been attributed to poor motivation (Kikuchi, 2013), but it may be easier to dismiss this lack of task engagement outside of class as being simply related to motivation when there may be deeper issues at hand that are worthy of consideration. One factor that has recently begun to surf","cbCairczyZveiIew","https://ap.wps.com/l/cbCairczyZveiIew","pdf",794377,14,"English","# Abstract\n# Introduction\n## Learning outside of class\n# Keywords\n# Study purpose and design","[{\"question\":\"What problem does the study address in language learning?\",\"answer\":\"The study addresses the difficulty of encouraging sustained language learning engagement outside formal class time and the uncertainty about how social technologies can support it.\"},{\"question\":\"How does the study support out-of-class vocabulary learning?\",\"answer\":\"It examines supplementary vocabulary learning through Quizlet, with teacher support provided via LINE in a second semester.\"},{\"question\":\"How was learner engagement investigated across the study?\",\"answer\":\"Learner engagement was examined over two consecutive semesters using the same two intact classes, and the study also analyzed interaction logs from the LINE group and individual teacher interactions.\"}]","Enhancing Online Language Learning Task Engagement through Social Interaction | PDF",35]