Developing the second language writing process through social media-based interaction tasks

Abstract

This paper depicts the results from a qualitative research study focused on finding out the effect of interaction through social media on the development of second language learners’ written production from a private school in Medellín, Antioquia, Colombia. The study was framed within concepts such as social interaction, digital literacy, content communities, and creation of identities in the online world, among others. Data was collected through a survey, an open-ended questionnaire, an interview to students, a teacher’s journal, and assessment of students’ artifacts. The analysis of the data was done through a Constant Comparison and categorization; results showed an increment in the development of learners’ written production, as well as the disposition to socially interact in the written form.