The Role of Technology-Enhanced Social Media in EFL Learning Among Secondary School Students
DOI:
https://doi.org/10.65405/.v10i37.526Keywords:
Media, language, learning, perceptions, motivation, anxiety, autonomyAbstract
This exploratory study intended to explore the third year secondary school students’ perceptions about the role of technology-enhanced social media in developing English language learning. It adopted an adapted questionnaire to collect data from students in order to see how social media can affect various aspects of language skills, such as, students' language skill improvement, motivation, confidence, and their learning attitudes. The participants included 55 students from two secondary schools in Tripoli. The findings of the study showed that secondary school students generally viewed social media platforms as an important learning resource for language learning which improved their vocabulary, communication, pronunciation, and listening skills. The findings of the study also indicated that the role of these social media platforms increased students' motivation and reduced their anxiety level when using social media for learning. However, students perceived the role of social media in improving their grammar and error correction as limited and weak. Furthermore, although many students preferred learning trough social media over traditional learning methods, enjoyment levels varied considerably, indicating various learners' preferences. The study concluded that social media can serve as an additional learning tool that supports independent learning but should be incorporated within formal classroom instruction for language development. Finally, this study recommended that EFL education should involve adopting blended learning approaches and provide guided social media activities to maximize its learning outcomes.
Downloads
References
Abbasova, M. (2016). The Impact of Social Networks on the Students' English Language in Azerbaijan. International Multidisciplinary Scientific Conferences on Social Sciences and Arts
Almohesh, A. R. I., & Altamimi, J. A. H. (2024). Wow, I cannot stop : a concentration on vocabulary learning via instagram and its effects on informal digital learning of english, technostress, and on-line engagement. BMC Psychology, 12(1), 1–11.
Almurashi, W. A. (2016). The effective use of YouTube videos for teaching English language in classrooms as supplementary material at Taibah University in Alula. International Journal of English Language and Linguistics Research, 4(3), 32-47.
Al-Shehri, S. (2011). Context in our pockets : Mobile phones and social networking as tools of contextualising language learning.
Altam, S. (2020). Influence of social media on EFL Yemeni learners in Indian university during Covid-19 pandemic. Linguistics and Culture Review, 4(1), 35–47.
Asiri, A., & Alqarni, M. (2015). Twitter as a Tool for English Learning : The Case of High Schools Students in Jeddah. King Abdul-Aziz University, Faculty of Arts and Humanities, Department of European Languages & Literature.
Belal, A. (2014). Influence of digital social media in writing and speaking of tertiary level student, Department of English and Humanities Brac University, p. 1-36
Bhandari, P. (2021). Questionnaire Design|Methods, Question Types & Examples. Scribbr.
Blattner, G., & Fiori, M. (2009). Facebook in the language classroom : Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1).
Creswell, J. W. 2009. Research Design : Qualitative, Quantitative, and Mixed Methods Approaches (2nd ed.). Thousand Oaks, CA : SAGE.
Dhanya, G. (2016). Influence of Social Media on English Language Learning. Journal of English Language and Literature, 3(1), p.105-110.
Faryadi, Q. (2017). Effectiveness of Facebook in English language learning : A case study. Online Submission, 4, 1-11.
Gaytan, J. (2013). Integrating social media into the learning environment of the classroom : Following social constructivism principles. Journal of Applied Research for Business Instruction, 11(1), 1
Haque, M. Z. (2023). The use of social media platforms in language learning : A critical study. Journal of Global Research in Education and Social Science, 20-28.
Hopkins, J. (2017). How to Define Social Media – An Academic Summary. https://julianhopkins.com/how-to-define-social-media-an-academic-summary/
Hsu, K., and Liu, G. (2021). A systematic review of mobile-assisted oral communication development from selected papers published between 2010 and 2019. Interact. Learn. Environ. 31, 3851–3867.
Hu, H., & Du, K. (2022). TikTok in mobile-assisted English language learning : An exploratory study. International Journal of Information and Education Technology, 12(12).
Jogezai, et al (2021). “Teachers’ Attitudes towards Social Media (SM) Use in Online Learning amid the COVID-19 Pandemic : The Effects of SM Use by Teachers and Religious Scholars during Physical Distancing.” Heliyon, vol. 7, no. 4, Apr. 2021, p. e06781. ScienceDirect.
Kabilan M. K. et al. (2010). Facebook : An Online Environment for Learning of English in Institutions of Higher Education ? Internet and Higher Education. 13, p. 179-187.
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite ! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68.
Kent, M.L. (2010). Directions in Social Media for Professionals and Scholars, in RL Health (Ed).Handbook of Public Relations, 2nd edn, pp. 643-656, Thousand Oaks : SAGE Publications.
Khan, I. U., Ayaz, M., & Faheem, M. (2016). The role of social media in development of English language vocabulary at university level. International Journal of Academic Research in Business and Social Sciences, 6(12), 590-604.
Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). Social media ? Get serious ! Understanding the functional building blocks of social media. Business horizons, 54(3), 241-251.
Leung, C., & Valdés, G. (2019). Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World. Modern Language Journal, 103(2), 348–370.
Kutbi, A. I. (2015). How Undergraduate Female Students in the Kingdom of Saudi Arabia Perceive Social Media as a Learning Tool : An Exploratory Study. Macmillan.
Lai, C. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom. Comput. Educ. 82, 74–83.
Lai, C., and Zheng, D. (2017). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL 30, 299–318.
Liu, B., Wang, D., Wu, Y., Gui, W., and Luo, H. (2023). Effects of self-directed learning behaviors on creative performance in design education context. Think. Skills Creat. 49 :101347.
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., et al. (2019). Mobile-assisted language learning : a Duolingo case study. ReCALL 31, 293–311.
Namaziandost, E., & Nasri, M. (2019). The impact of social media on EFL learners’ speaking skill : a survey study involving EFL teachers and students. Journal of Applied Linguistics and Language Research, 6(3), 199-215.
Pitaloka, N. L., Anggraini, H. W., & Sari, A. (2021). Learning English through Social Media : Experiences of EFL Student Teachers at One Islamic University in Indonesia. Ta'dib : Jurnal Pendidikan Islam, 26(1), 1-14.
Rahmat, N. H. (2019) Cycle of Fear in learning : The Case for Three language Skills. American Journal of Social Sciences and Humanities. Vol 4(1), pp 151-162.
Rouis, S., Limayem, M., & Salehi-Sangari, E. (2011). Impact of Facebook Usage on Students’ Academic Achievement : Role of self-regulation and trust. Electronic Journal of Research in Educational Psychology, 9(3), 961–994.
Salih, etal (2018). Students Attitude Towards the Use of Social Media for Learning Purposes (Case Study : Al-Baha University, College of Sciences & Arts- Biljurashi).” Journal of Literature, Languages and Linguistics.
Sathish, R., Manikandan, R., Priscila, S. S., Sara, B. V. J., & Mahaveerakannan, R. (2020). A report on the impact of information technology and social media on Covid–19. 2020 3rd International Conference on Intelligent Sustainable Systems (ICISS), 224–230.
Sharma, V. (2019). Saudi students‟ perspective on social media usage to promote EFL learning. International Journal of Linguistics, Literature and Translation (IJLLT), 2(1), 129–139.
Siniscalco, M. T., & Auriat, N. (2005). Questionnaire design : Quantitative research methods in educational planning. International Institute for Educational Planning/UNESCO.
Sulaiman, M. M. (2019). Education for sustainable development. Int. J. Creative Res. Thoughts 7, 813–815.
Ta’amneh, M. A. A. A. (2017). The effect of using WhatsApp messenger in learning English language among university students. International Research in Education, 5(1), 143-151.
Tram, N. H. M., Nguyen, T. T., and Tran, C. D. (2024). ChatGPT as a tool for self-learning English among EFL learners : a multi-methods study. System 127 :103528.
Williams, C, and R, Y, Adesope (2017). “Undergraduates’ Attitude Towards the Use of Social Media for Learning Purposes.” World Journal of Education, vol. 7, no. 6, Dec. 2017, p. 90.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
