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SOCiaL-NetwOrKiNg SiteS
2001). This difference iN ‘lifestyle’ gives educators reason to believe we shouldiNcorporate SNS usage iNto our class-related activities, to capture these students’imagiNations and t their thought patterns and socializiNg habits (GodwiN-Jones,2008; WiNke & Goertler, 2008).However, although technology is an iNtegral part of neomillennial students’lives, they often do not know how to use technology iN ways that would benet
them iN computer-assisted
language learniNg (CALL) (Dieu & Stevens, 2007;Kolaitis, Mahoney, Pomann, & Hubbard, 2006; WiNke & Goertler, 2008). Suc
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cessful CALL activities, then, often require a substantial traiNiNg period at theoutset (Jones & Bissoonauth-Bedford, 2008; Kolaitis et al., 2006), and studentsmay be less enthusiastic about a class’s language and
culture projects if the formof computer-mediated communication (
CMC) employed is not the type they areaccustomed to usiNg (McBride & Wildner-Bassett, 2008; Thorne, 2003). A usefulresponse may be to craft CALL activities more to the practices that our studentsare familiar with (WiNke & Goertler, 2008). SNSs are an obvious possibility to
consider, given their tremendous popularity.If we can get our F