Linguistic and methodological possibilities of social networks in teaching Russian as a foreign language

2020 ◽

Vol 1 (11(80)) ◽

pp. 28-31

Author(s):

A. Sehpeyan

Keyword(s):

Social Networks ◽

Cultural Competence ◽

Foreign Language ◽

Cross Cultural ◽

Educational Process ◽

Cultural Environment ◽

Internet Technologies ◽

Modern Technologies ◽

Creative Tasks

With the advent of modern Internet technologies, the ways of teaching Russian as a foreign language are changing rapidly. Social networks become part of the educational process and serve as a tool for creating new creative tasks aimed at developing cross-cultural competence. Modern technologies help to prepare students to communicate with representatives of other cultures, create situations that are close to those that exist in the natural cultural environment. This article discusses ways to use social networks to develop cross-cultural competence.

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Social Media Addiction and Personality: A Review of Research

RUDN Journal of Psychology and Pedagogics ◽

10.22363/2313-1683-2021-18-3-607-630 ◽

2021 ◽

Vol 18 (3) ◽

pp. 607-630

Author(s):

Viktor P. Sheinov

Keyword(s):

Social Networks ◽

Social Media ◽

Foreign Language ◽

Self Esteem ◽

Way Of Life ◽

Face To Face ◽

Social Media Addiction ◽

Physical Health Problems ◽

Negative Links

Social networks are taking up more and more place in the daily life of modern people, becoming an integral part of our existence. At the same time, the role of social networks is constantly growing along with the rapid growth in the number of their active users. As online interaction for many has become more used than face-to-face communication, social networks have begun to seriously affect the way of life, communication, interests and psychology of people. The use of social networks is growing exponentially and has covered more than a third of the worlds population; therefore, researchers from different countries are actively studying social networks. Considerable empirical data has been accumulated that requires generalization and understanding, which is the purpose of this review. We found positive links between social media addiction and depression, anxiety, stress, neuroticism, emotional problems, low self-esteem, cyber-victimization, physical health problems, mental disorders, loneliness, procrastination, smartphone and internet addiction, and infidelity in relationships. Negative links were revealed between social media addiction and life satisfaction, academic performance of schoolchildren and students, labor productivity and commitment to the organization of its employees, social capital, and age. The main reason for social media addiction is the need for communication, and women are generally more active in social networks than men. This review provides only those links of social media addiction that have been established in a number of studies conducted in different countries. The presented results were obtained abroad using foreign language questionnaires that determine social media addiction. The lack of such a reliable and valid tool among Russian-speaking psychologists has become a serious factor hindering the conduct of similar domestic research. With this in view, the author developed a specially designed social media addiction questionnaire.

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Learners’ Attitudes toward Foreign Language Practice on Social Network Sites

Journal of Education and Learning ◽

10.5539/jel.v6n4p145 ◽

2017 ◽

Vol 6 (4) ◽

pp. 145

Author(s):

Jhonny Villafuerte ◽

Asier Romero

Keyword(s):

Social Networks ◽

Foreign Language ◽

English Language ◽

Ad Hoc ◽

Basque Country ◽

Social Network Sites ◽

Easy Access ◽

Everyday Activities ◽

Comprehension Skills ◽

The University

This work aims to study learners’ attitudes towards practicing English Language on Social Networks Sites (SNS). The sample involved 110 students from the University Laica Eloy Alfaro de Manabi in Ecuador, and the University of the Basque Country in Spain. The instrument applied was a Likert scale questionnaire designed Ad hoc by the researchers, to assess the dimensions: (i) Integration of SNS into learners’ academic everyday activities, and (ii) Learners’ attitudes towards English Language practices on SNS. All the data was analyzed using SPSS V24.00 of IBM. The findings showed corelationships between learners’ attitudes and the factors: learners’ sex, age, and country. The results also confirmed that both Spanish and Ecuadorian university students prefer YouTube, and Google+ for their easy access, and flexibility to strengthen listening, reading and comprehension skills in English. In addition, Facebook, and Whats App can be used to motivate reading, writing, and speaking practices in English.

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Student engagement and foreign language learning through online social networks

Asian-Pacific Journal of Second and Foreign Language Education ◽

10.1186/s40862-016-0006-7 ◽

2016 ◽

Vol 1 (1) ◽

Cited By ~ 9

Author(s):

Elham Akbari ◽

Ahmad Naderi ◽

Robert-Jan Simons ◽

Albert Pilot

Keyword(s):

Social Networks ◽

Student Engagement ◽

Foreign Language ◽

Language Learning ◽

Online Social Networks ◽

Foreign Language Learning

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The use of social networks in educational computer-game based foreign language learning

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2010.12.355 ◽

2010 ◽

Vol 9 ◽

pp. 1497-1503 ◽

Cited By ~ 22

Author(s):

Vildan Donmus

Keyword(s):

Social Networks ◽

Foreign Language ◽

Language Learning ◽

Computer Game ◽

Foreign Language Learning ◽

Educational Computer ◽

Educational Computer Game

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The role of education informatization in improving the efficiency of the educational process

Revista on line de Política e Gestão Educacional ◽

10.22633/rpge.v25i3.15886 ◽

2021 ◽

Author(s):

Iryna Skril ◽

Nataliia Vasylyshyna ◽

Tetiana Skyrda ◽

Olena Moroz ◽

Tatiana Voropayeva

Keyword(s):

Social Networks ◽

Foreign Language ◽

Language Proficiency ◽

Information Exchange ◽

Educational Process ◽

Professional Communication ◽

Foreign Languages ◽

Foreign Language Proficiency ◽

The Future ◽

High Level

The integration of Ukraine into the world community has caused a significant increase in interest in learning foreign languages as a means of information exchange. The modern conditions of development, expansion and deepening of international contacts require a high level of foreign language proficiency from a future specialist, especially in a foreign language of professional direction. High demands to the quality of education provision for the informatization of society. The high level of proficiency in a foreign language of a professional direction allows the future specialist to compete adequately not only in the domestic labor market but also abroad. It is promoted by the informatization of the educational process. It determined the relevance of the research problem. The study aims to establish the effectiveness of informatization of the foreign languages learning process of professional communication; to bring the feasibility of using social networks, cloud messengers, educational platforms in preparing future specialists for professional communication in a foreign language environment. The research methodology uses several methods. The main method in the study is the method of pedagogical experiment, also used the method of questioning, observation, to consider the theoretical material uses descriptive method, as well as methods of synthesis and analysis. The main hypothesis of the study is that the application of the educational potential of social networks, platforms, messengers, quizzes is an effective method of training a specialist with a high level of foreign language proficiency in the professional sphere. The result of the study is to determine the effectiveness of the use of the informatization process at the level of involvement of social networks, messengers to form a high level of foreign language proficiency as per profession. In the future, it is envisaged to study the application of informatization of the educational space during the teaching of a foreign language of professional communication.

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The Status of English in Morocco: Lessons from Spontaneous Debates in Social Media

English Studies at NBU ◽

10.33919/esnbu.21.2.4 ◽

2021 ◽

Vol 7 (2) ◽

pp. 187-208

Author(s):

Abdelmajid Bouziane ◽

Mohamed Saoudi

Keyword(s):

Higher Education ◽

Social Networks ◽

Social Media ◽

Foreign Language ◽

Language Attitudes ◽

Frequent Patterns ◽

Language Awareness ◽

Positive Attitudes ◽

The Status ◽

Do So

Morocco, a multilingual country with historical and geo-political legacies, has opened a hot debate on languages recently. Within this debate, this article investigates spontaneous comments in social media on languages in Morocco, especially adopting English as a first foreign language. It aims to bring this topic to the surface and thus discuss it in the light of research on language attitudes and language awareness. To do so, it analyses the reactions to texts about the declarations by the Minister of Higher Education shared in social networks and sites. The data consisting of 2,018 comments is classified according to 12 frequent patterns whose frequencies are calculated. The findings show that most of Moroccans have positive attitudes towards English while some show opposing reactions towards French. These participants hold ambivalent opinions about the rest of languages used in Morocco; however, they tend to insist on Morocco having a clear language policy which, seemingly, prioritises the mother tongues, Arabic and Amazigh. The discussions show that some investigated reactions are mitigated as they may be illusionary.

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