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Lee, University of Alberta, Canada Marilyn L. Abbott, University of Alberta, Canada Shiran Wang, University of Alberta, Canada Jacob Lang, University of Alberta, Canada  \nAbstract  \nA lack of dialogue and collaboration between researchers and practitioners has been recognized in the field of second language education. Social media platforms such as X/Twitter have potential for connecting professionals in the teaching of English to speakers of other languages (TESOL) community and supporting professional learning and research; however, studies of TESOL professionals’ uses of X/Twitter have only examined posts/tweets from a limited number of communities marked by hashtags/ keywords. This study identified 23 hashtags relevant to TESOL instruction for adults in the Canadian context and used them as search parameters to extract a data set of 4,833 posts/tweets. Eighty-two North American university professors who had published in the field of TESOL, were selected and searched for on X/Twitter. Upon locating 15 X/Twitter professor accounts, all 272 posts/tweets posted over the one-year period, were extracted. Two content analyses were conducted to infer the purpose of the posts/ tweets and identify the hashtags used by the professors. Results reveal considerable variation in the professors’ and other TESOL community members’ uses of X/Twitter and suggest that the two groups participate in rather separate X/Twitter communities. Recommendations for maximizing X/Twitter as a tool for professional learning and research and fostering the research-practice link are provided.  \nKeywords: affinity spaces, community of practice, researchers’ and practitioners’ uses of Twitter, social media, X  \nRésumé  \nUn manque de dialogue et de collaboration entre les chercheurs et les praticiens a été reconnu dans le domaine de l’enseignement des langues secondes. Les plateformes de médias sociaux comme  \nCJLT/RCAT Vol. 49 (3)  \nX/Twitter ont un potentiel pour connecter les professionnels de la communauté d’enseignement del’anglais aux locuteurs d’autres langues (TESOL) et soutenir l’apprentissage professionnel et la recherche ; cependant, les études sur les usages de X/Twitter par les professionnels du TESOL n’ontexaminé que les postes/tweets provenant d’un nombre limité de communautés marquées par des hashtags/mots-clés. Nous avons identifié 23 hashtags pertinents pour l’enseignement du TESOL aux adultes dans le contexte canadien et nous les avons utilisés comme paramètres de recherche pour extraire un ensemble de données de 4833 postes/tweets. Ensuite, nous avons sélectionné 82 professeursd’université nord-américains qui avaient publié dans le domaine du TESOL, nous les avons recherchés sur X/Twitter, localisé 15 comptes X/Twitter, et extrait tous les 272 postes/tweets qu’ils avaient postés sur un an. Deux analyses de contenu ont été menées pour déduire le but des postes/tweets et identifier les hashtags utilisés par les professeurs. Les résultats ont révélé une variation considérable dans les usages de X/Twitter par les professeurs et les autres membres de la communauté TESOL et suggèrent que les deux groupes participent à des communautés X/Twitter plutôt séparées. Des recommandations pour maximiser X/Twitter comme outil d’apprentissage professionnel et de recherche et favoriser le lien entre la recherche et la pratique sont fournies.  \nMots-clés: communauté de pratique, espaces d'affinité, les usages de Twitter par les chercheurs et les praticiens, médias sociaux, X  \nIntroduction  \nSocial media tools and platforms (e.g., Facebook, Instagram, X/Twitter) play an integral role in North Americans’ lives. Approximately 89% of Canadians use at least one form of social media, spending an average of 113 minutes on these tools daily (Dixon, 2024), and as many as seven-in-","cbCaiorISmcrcAB6","https://ap.wps.com/l/cbCaiorISmcrcAB6","pdf",299453,21,"English","# Introduction\n## Background and Definitions of Social Media and Microblogging\n## Rationale for Studying X/Twitter in TESOL\n# Study Methods and Data Collection\n## Hashtag Identification and Dataset Extraction\n## Professor Account Selection and Tweet Extraction\n# Content Analyses and Findings\n## Inferring Purposes of Posts/Tweets\n## Identifying Hashtags Used by Professors\n# Conclusions and Recommendations","[{\"question\":\"What problem does the study address in second language education?\",\"answer\":\"The study addresses the lack of dialogue and collaboration between researchers and practitioners in second language education.\"},{\"question\":\"How was the dataset of posts/tweets collected?\",\"answer\":\"Researchers identified 23 TESOL-relevant hashtags for adult instruction in the Canadian context, used them to extract 4,833 posts/tweets, then searched 82 university professors to locate 15 accounts and extract 272 tweets from a one-year period.\"},{\"question\":\"What do the results suggest about TESOL users on X/Twitter?\",\"answer\":\"Results indicate considerable variation in how professors and other TESOL community members use X/Twitter and suggest the two groups participate in rather separate X/Twitter communities.\"}]","The Uses of X/Twitter by Members of the TESOL Community | PDF",1792086916,53]