Peer-to-peer learning and second language acquisition

Peer-to-peer learning at its most basic level means learning with and from each other, something that, one might argue, happens daily in everyday life. But we can also try and integrate this rather informal process in a more formal academic setting, either in a classroom or an online learning environment.

In Peer Learning in Higher Education, authors Boud, Cohen, and Sampson list a number of different models of peer learning ranging from traditional tutoring or private study groups to more innovative collaborative group work or peer assessments (see Boud, Cohen and Sampson, p. 3). Ideally, “peer learning should be mutually beneficial and involve the sharing of knowledge, ideas and experience between the participants…moving beyond independent to interdependent or mutual learning” (Boud, p.3). In their lectures, Cope and Kalantzis evoke the concept of “knowledge communities” in this context.

Example: language tandems and Livemocha

In my own work, I am particularly interested in second language acquisition. So how can we apply the idea of peer-to-peer learning to language education, be it in the classroom or online? Learning a language is inherently a social activity and should therefore be the ideal space for “collaborative learning dynamics” (Cope and Kalantzis). We want to be able to communicate with others, and putting our theoretical or abstract language skills into practice is an important part of becoming fluent in another language.

The idea of traditional language tandem programs has been around for a while and has been proven to be an effective addition to the classroom experience, particularly in order for learners to become more comfortable in using a language. For example, a Spanish native speaker will meet with an English native speaker and they will take turns speaking in their second language (target language) and getting feedback from the native speaker. For many language learners practicing a second language can be associated with fear and stress. Some of this stress can be avoided in this kind of peer-to-peer environment. (Short video introduction to tandem learning: https://www.youtube.com/watch?v=ibe4ikvZSiE)

In the last decade, several online platforms have been trying to facilitate similar tandem set-ups online, one successful example was a site called Livemocha. Livemocha was a social networking site for learning languages launched in 2007. The site was loosely built on the idea of the language exchange model (tandem program) described above. Users would register for free, and then enter their native language and their target language. Students could then choose lessons according to their interests and language level. Speaking and written exercises could then be submitted and were subsequently reviewed and assessed by native speakers. “The driving force behind Livemocha is reciprocity,” writes Schmidt in “Livemocha and the power of social language learning.” Cope and Kalantzis might describe this learning environment with the term “help economy” (e-Learning Ecologies MOOC lecture).

In addition to the peer-to-peer component, livemocha used aspects of so-called “gamification” to motivate students. Each user started with a number of points or “beans” as they were called. Users could then buy lessons with their points (beans). In order to get more points, they had to assess and review someone’s homework submission and give feedback. Additionally, users could win badges and receive scorecards rating their progress and contribution. (Find here a short livemocha video introduction: https://www.youtube.com/watch?v=A-Gi9S49ZPY)

Some of these interactions between language learner and native speaker gradually developed into personal language exchanges over time. In fact, the larger idea behind the site was to create language-learning communities and to view learning as a social activity.

Livemocha quickly became one of the fastest-growing online language learning communities and won a number of awards. Unfortunately, in 2013 Livemocha was acquired by the larger software company and competitor Rosetta Stone and shortly thereafter closed down permanently.

Bibliography:

Boud, David; Cohen, Ruth; and Sampson, Jane (eds.) Peer Learning in Higher Education: Learning from and with Each Other. Kogan Page, 2001.
Jee, Min Jung; Park, Min Jung. "Livemocha as an Online Language-Learning Community" CALICO Journal. 26 (2), 2009: 448–56.
Liaw, Meei-Ling ."Review of Livemocha." Language Learning & Technology. 15 (1). (February 2011): 36-40.
Schmidt, Clint (Spring 2010). "Livemocha and the Power of Social Language Learning". IH Journal of Education and Development (28).
Wayner, Peter "Learning a Language From an Expert, on the Web." The New York Times. (July 28, 2010).