Social media in EFL teaching

2015 ◽  
Vol 4 (2) ◽  
pp. 193-211
Author(s):  
Leonie Wiemeyer ◽  
Sabrina Zeaiter
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Communication Skills ◽  
Real Life ◽  
Oral Communication ◽  
Lingua Franca ◽  
Web Based ◽  
Linguistic Challenges ◽  
Media Learning ◽  
And Task

This article presents an approach to fostering (oral) communication skills in L2 English using social media. It proposes that social media provide a setting for synchronous and asynchronous oral CMC and can be a motivating environment for communicative tasks in the lingua franca English as adolescent learners are used to participating online, both in written and spoken modes. This can be exploited in complex competency tasks in which learners are exposed to real-life discourse and the associated linguistic challenges. Complex competency tasks can provide a framework for web-based language learning and facilitate the development of oral communicative competencies. Among the implications for teaching discussed are sensible embedding in tasks, potential issues of student participation and motivation, and the authenticity of the environments. The article concludes that social media provide a fruitful platform for combining web-based and task-based language and media learning in (semi-)authentic contexts in complex competency tasks.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

scholarly journals Importance and Problems of Oral Teaching in Teaching Chinese as a Foreign Language

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
LI SHUTING
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communication Skills ◽  
Language Teaching ◽  
Expression Patterns ◽  
Oral Communication ◽  
Primary Stage ◽  
English Classes ◽  
Teaching Chinese ◽  
Oral Teaching

This study reviews the importance of oral teaching in teaching Chinese as a foreign language. The oral teaching of the primary stage of Chinese as a foreign language has different characteristics and properties from other languages and other stages of learning in terms of the nature of the subject and the stage of learning. The main goal of oral teaching is to improve students’ oral communication skills. The training of second language teaching skills is generally divided into listening, speaking, reading, writing and translation. The purpose of language teaching is to cultivate students’ ability to communicate in the language they have learned. This study introduces the problems that should be paid attention to in the primary stage of oral teaching, which is helpful in teaching oral Chinese as a foreign language. Teaching Chinese as a foreign language should take the cultivation of learners’ language communication skills as the main goal, which has become a consensus among people. Among the many courses of Chinese as a foreign language, oral course can be regarded as the most flexible and directly related to the actual communicative ability of the training language. Speaking class provides students with speaking opportunities, such that students can master spoken words, spoken grammar and spoken expression patterns; fully mobilise the language information accumulated in the brain memory bank for communication; and move up from language learning as soon as possible The ‘plateau area’ in China is a problem that teachers of oral English classes need to explore. This study aims to improve the effect of oral Chinese teaching in the primary stage of teaching as a foreign language and achieve the expected teaching goals. This study also discusses this issue from the principles of specific teaching implementation.

scholarly journals استراتيجيات تعليم مهارة الاتصال الشفوي باللغة العربية لغير الناطقين بها: تجارب شخصية / The teaching strategies of oral communication skills in Arabic for non-native Arabic speakers: Personal experience

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Ismail Hasanein Ahmed Mohammad
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Arabic Language ◽  
Target Language ◽  
Arabic Speakers ◽  
The Individual

ملخص البحث: يعتبر الاتصال الشفوي (الكلام) الوسيلة الفاعلة في بلورة الفكرة الكامنة لدى الفرد، وإخراجها بصورة صوتية تمثل تلك الفكرة تمثيلاً واضحاً، وإيصالها إلى الطرف الآخر –المستمع-دون لبس أو غموض، ويرى الباحث أن الطلبة غير العرب عند التّحدث باللغة العربية يتعثرون على الرغم من تخصصهم في تعلُّمِها بوصفها لغة ثانية. تهدف هذه الدراسة إلى معرفة أسباب إحجام الطلبة عن التحدث باللغة العربية، ومن ثَمَّ إبراز بعض الاستراتيجيات التي استخدمها الباحث في تعليم مهارة الاتصال الشفوي لطلبة بكالوريوس التربية، تخصص تعليم لغة عربية بوصفها لغة ثانية على مدى الخمس السنوات الماضية بالجامعة الإسلامية العالمية بماليزيا. توصلت الدراسة إلى أن تعليم وتعلم اللغة العربية خارج موطنها يعتريه كثير من العقبات تتمثل في البيئة المحيطة بالدارس، والمناهج والمقررات، والوسائل المعينة اللازمة، وينبغي أن يخصص وقت لممارسة الكلام باللغة العربية داخل الصفوف الدراسية، وإتاحة الفرصة لكل طالب أو طالبة في التعبير الشفوي، مع التشجيع الكامل من المعلم، ويتم تصحيح الخطأ بطريقة محفزة، وترصد لهم مكافآت ولو رمزية، تعزيزاً لدفعهم للكلام، وكسر حاجز الخوف والخجل، وإكسابهم الجسارة والجرأة والثقة. على أن يكون الوقت المخصص للكلام إلزاميا لجميع الطلبة دارسي اللغة العربية، ولكل المقررات المتعلقة باللغة. الكلمات المفتاحية: إحجام الطلبة - التخصص – اللغة الثانية- الاتصال الشفوي - الاستراتيجيات. Abstract: The oral communication (speech) is the effective method in developing the idea of the individual and to present it in clear representation and delivery to the other party — the listener-unambiguously. Since the oral communication is one of major concern of the target language, the teaching and learning requires using a variety of strategies to achieve the goal of language learning. The focus of this paper is the oral communication difficulties faced by non-Arab speaking students despite their specialization in learning Arabic as a second language. Therefore this paper aims to find out reasons why students con not communicate well in Arabic Language, and highlight some of the strategies used by the researcher in the teaching of oral communication skills for the Bachelor of education students, specializing in teaching Arabic as a second Language over the past five years in the International Islamic University-Malaysia, where the strategies used  had great impact in breaking the barrier of shyness of speaking in Arabic, and improved their performance in oral expression in multiple areas. From these strategies; the use of multimedia presentation, questions and answers, the excitement by viewing the strange or fantastic scenes that evoke the students to express them orally, and movements, representation, simulation and other strategies that draw the attention of students and encourages them to speak. As well as the cooperation and interaction between teacher and students and among the students themselves. The descriptive methodology will be applied in this paper to explore the teaching strategies implemented by the researcher in teaching oral communication skill, which shown great impact on students achievements.    Key Words: Motivating student – Major – Second language – Oral communication – strategies.   Abstrak: Pertuturan lisan ialah satu cara berkesan dalam mengembang idea seseorang itu untuk menjelaskan maksud kepada pihak kedua tanpa kesamaran. Memandangkan pertuturan lisan adalah satu aspek fokus bahasa yang dipelajari, pembeljaran dan pengajarannya memerlukan beberapa strategi untuk mencapai tujuan pembelajaran bahasa. Tumpuan kertas ini ialah terhadap permasalahan komunikasi yang dialami oleh pelajar bukan Arab walaupun mereka adalah pelajar pengkhususan Bahasa Arab sebagai bahasa kedua. Perbincangan tertumpuuntuk mencari sebab kelemahan pertuturan komunikasi lisan para pelajar dalam bahasa Arab dan beberapa strategi yang digunakan oleh penulis dalam mengajar kemahiran pertuturan lisan bahasa Arab untuk pelajar Sarjana Muda Bahasa Arab Pendidikan daripada lebih lima tahun pengalaman beliau di Universiti Islam Antarabangsa Malaysia. Startegi tersebut dilihat dapat memberi kesan dalam memecah kebuntuan sikap malu para pelajar bertutur dalam bahasa Arab dan meningkatkan penguasaan mereka dalam pelbagai bidang. Di antara strategi ini ialah: penggunaan multi-media, soal jawab, rasa kagum apabila diperlihatkan gambar yang pelik dan menarik menjadikanpelajar ingin menyatakan pendapat mereka secara lisan. Strategi lain juga termasuk: pergerakan, penampilan, simulasi dan pelbagai strategi yang menggalakkan pelajar bertutur serta sikap saling membantu dan interaksi di antara pensyarah dan pelajar. Kertas ini menggunakan metod deskriptif.   Kata kunci: Menggalakkan pelajar – pengkhususan – bahasa kedua – petuturan lisan – strategi.

scholarly journals Scaling Up Intervention Studies to Investigate Real-Life Foreign Language Learning in School

2019 ◽  
Vol 39 ◽  
pp. 161-188 ◽  
Author(s):  
Detmar Meurers ◽  
Kordula De Kuthy ◽  
Florian Nuxoll ◽  
Björn Rudzewitz ◽  
Ramon Ziai
Keyword(s):  
Language Learning ◽  
Large Scale ◽  
Intervention Studies ◽  
Full Range ◽  
Real Life ◽  
Foreign Language Learning ◽  
Time Frame ◽  
Field Trials ◽  
Web Based ◽  
Gold Standard Method

AbstractIntervention studies typically target a focused aspect of language learning that is studied over a relatively short time frame for a relatively small number of participants in a controlled setting. While for many research questions, this is effective, it can also limit the ecological validity and relevance of the results for real-life language learning. In educational science, large-scale randomized controlled field trials (RCTs) are seen as the gold standard method for addressing this challenge—yet they require intervention to scale to hundreds of learners in their varied, authentic contexts.We discuss the use of technology in support of large-scale interventions that are fully integrated in regular classes in secondary school. As an experimentation platform, we developed a web-based workbook to replace a printed workbook widely used in German schools. The web-based FeedBook provides immediate scaffolded feedback to students on form and meaning for various exercise types, covering the full range of constructions in the seventh-grade English curriculum.Following the conceptual discussion, we report on the first results of an ongoing, yearlong RCT. The results confirm the effectiveness of the scaffolded feedback, and the approach makes students and learning process variables accessible for the analysis of learning in a real-world context.

scholarly journals USING SOCIAL MEDIA AS A LEARNING MEDIA OF FOREIGN LANGUAGE STUDENTS IN HIGHER EDUCATION

2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Agung Rinaldy Malik ◽  
Muhammad Nur Ashar Asnur
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Survey Method ◽  
Foreign Language Study ◽  
Study Programs ◽  
Information And Communication ◽  
Media Learning

ABSTRACT  Foreign language is an important component of someone in facing the era of Industry 4.0. The development of Information and Communication Technology (ICT) will have an impact on the creation of a learning media innovation that will facilitate users in the learning process in higher education. Likewise in foreign language learning. Online-based learning has been designed in such a way as to increase learning knowledge and motivation. This study uses a qualitative approach with the survey method. Data and Sources of data in this study are students of foreign language study programs at universities in Indonesia. The results of the study show that students generally always use smartphones and use social media in all their activities. Students use a lot of social media in exploring vocabulary and increasing vocabulary mastery, learning as well as building networks for native speakers (Muttersprachler), and making social media a means of learning by accessing foreign-language songs and interesting media in student foreign language learning. Thus social media can be one of the means of education for students which ends in improving foreign language skills.  Keywords: Social Media, Learning Media, Learning Foreign Languages, Higher Education

scholarly journals Creating Machinima (3D) and Real Life Videos in an ESP Classroom

2018 ◽  
Vol 20 (1) ◽  
pp. 41-56 ◽  
Author(s):  
Carol Anne Ochoa Alpala ◽  
William Ricardo Ortíz García
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Oral Presentation ◽  
Virtual World ◽  
Collaborative Work ◽  
Real Life ◽  
Oral Communication ◽  
English For Specific Purposes ◽  
Electronic Engineering ◽  
Oral Presentations

This research paper reports on the development of oral presentation skills in a 3D virtual world called Moviestorm machinima, in contrast with real-life videos. In this way, the implementation of both types of videos sought to promote the improvement of oral communication skills, specifically oral presentations in a foreign language, as well as promoting collaborative work. The study involved 60 students from different semesters of a private Colombian university from the schools of electronic engineering, computer science, and law, focusing on English for specific purposes. The results showed how students from different faculties worked collaboratively to achieve one goal: improve their oral presentation skills.

Studies of Flipping Classes with Asian Students

2017 ◽  
pp. 168-188
Author(s):  
John Paul Loucky
Keyword(s):  
Social Media ◽  
Student Engagement ◽  
Language Learning ◽  
Communication Skills ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Asian Students ◽  
Educational Aims ◽  
Learning Responsibility ◽  
Classroom Time

This chapter offers definitions of “Flipping Classes” (FC), which are classes that shift learning responsibility towards students and employ more media outside of class to help learners prepare to contribute more during classroom time. Its primary purpose is to increase student engagement by the wiser use of CALL, TELL and SMALL (Social Media Enhanced Language Learning). In support of these aims, this chapter examines “Flipped Classroom” instruction with the purpose of mining applications and websites that can help teachers flip their classes more effectively. Using FC, students are more engaged and enjoy preparing for their lessons out of class. They also gain confidence and communication skills as they present in class. Various definitions and examples of flipped classes will be presented, and its educational aims discussed.

scholarly journals Drama: A Neglected Source in Language Teaching to Improve Communication

2019 ◽  
Vol 9 (5) ◽  
pp. 242
Author(s):  
Mustafa Altun
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communication Skills ◽  
Language Teaching ◽  
Role Play ◽  
Real Life ◽  
Role Playing ◽  
Skills Development ◽  
Oral Skills ◽  
Survey Questionnaires

Although drama takes several forms such as role-playing, story-telling, dialogues, etc., it is majorly used for the purpose of communication. Drama is an influential language tool to prepare learners how to function appropriately in real life situations. A language learning environment in which dramatic activities are employed to practice the language helps learners produce discourse in realistic conversations. The present paper shows the benefits of drama in language learning. In particular, the paper aims to reveal the contributions of engaging in conversation contents through role-play and simulation activities to the development of communication skills. The great difference between the pre survey and post survey questionnaires indicated that the students demonstrated a move towards the inclusion of drama in language learning and oral skills development.

scholarly journals Online Learning During the Covid-19 Pandemic: How has this new situation affected students’ oral communication skills?

2021 ◽  
Vol 7 (4) ◽  
pp. 30-41
Author(s):  
Elena Alcalde Peñalver ◽  
Jesús García Laborda
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Oral Communication ◽  
Online Learning Environment ◽  
Technical Problems ◽  
Level Of Satisfaction ◽  
New Situation

Employing technology has become imperative to accelerate learning efforts and offer methods to enhance interactions between learners, and among learners and tutors. In this paper, we investigate the difficulties faced by learners in learning virtually and, specifically, in English language learning, with a focus on oral communication skills. Research questions of this study are related to the main difficulties that students face to enhance their English oral communication skills. The tools and methodologies that worked best for them for this purpose are also in focus. In the literature we present a review of pertinent studies connected with learning responses in the COVID-19 period and those specifically related to the topic of our study. The methodology used for the study was an exploratory survey research design using a questionnaire to collect the necessary data for our research. Results showed that students highlighted technical problems as some of the main challenges, as well as not feeling completely comfortable in the online learning environment due to the lack of real communication, which also had an impact in the perception of their progress. They also found group video or audio calls to be the most useful tool for communication purposes. The results of this preliminary study are relevant to educational developers and policymakers. They give an understanding of aspects to be considered to improve the efficacy of learners’ when it comes to enhancing their English communication skills, such as difficulties regarding interaction or level of satisfaction in an online learning environment.

scholarly journals Defining the Digital Self: A Qualitative Study to Explore the Digital Component of Professional Identity in the Health Professions (Preprint)

2020 ◽  
Author(s):  
Brandon Ruan ◽  
Yusuf Yilmaz ◽  
Daniel Lu ◽  
Mark Lee ◽  
Teresa M Chan
Keyword(s):  
Social Media ◽  
Identity Development ◽  
Qualitative Study ◽  
Knowledge Translation ◽  
Professional Identity ◽  
Real Life ◽  
Digital Identity ◽  
Professional Identity Development ◽  
Web Based ◽  
The Web

BACKGROUND Recent medical education literature pertaining to professional identity development fails to reflect the impact social media has on professional identity theory. Social media is transforming the field of medicine, as the web-based medium is now an avenue for professional development and socialization for medical students and residents. Research regarding identity development in social media has been primarily confined to electronic professionalism through best practice guidelines. However, this neglects other potential aspects pertinent to digital identity that have not yet been explored. OBJECTIVE This study aims to define the properties and development of the digital self and its interactions with the current professional identity development theory. METHODS A qualitative study was conducted using thematic analysis. A total of 17 participants who are social media education and knowledge translation experts were interviewed. The initial participants were from emergency medicine, and a snowball sampling method was used following their respective web-based semistructured interviews to enable global recruitment of other participants from interprofessional disciplines. The research team consisted of a diverse group of researchers including one current social media knowledge translation physician clinician educator, one postdoctoral researcher who is regularly engaged in social media knowledge translation, and 3 nonphysician research assistants who are not social media users. Half of the team conducted the initial coding and analysis, whereas the other 2 investigators audited the procedures followed. RESULTS A total of 4 themes were identified that pertain to digital identity. In the first theme, origins of initial digital identity formation were found to be derived from perceived needs in professional roles (eg, as a medical student or resident). The second theme consisted of the cultivation of digital identity, in which digital identity was developed parallel to professional identity. The third theme that emerged was the management between the professional and personal components of digital identity. Participants initially preferred keeping these components completely separate; however, attempts to do so were inadequate while the integration of both components provided benefits. The fourth theme was the management of real-life identity and digital identity. Participants preferred real-life identity to be wholly represented on the web. Instances of misalignment resulted in identity conflict, compromising one of the identities. CONCLUSIONS Social media introduces new features to professional identity in the digital world. The formation of digital identity, its development, and reconciliation with other identities were features captured in our analysis. The virtual component of professional identity must not be neglected but instead further explored, as educational institutions continue to give more importance to navigating professional identity development.

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