scholarly journals INSTAGLISH: WHEN INSTAGRAM IS BEYOND ONLINE PHOTO-SHARING PLATFORM TO INDUCE YOUR ENGLISH

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Pusfika Rayuningtya ◽  
Ika Fitriani
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Classroom Observation ◽  
Learning Experiences ◽  
Learning Goals ◽  
Reading And Writing ◽  
Photo Sharing ◽  
New Learning ◽  
Story Sharing ◽  
Writing Scores

Motivated by the growth of social media throughout the globe, including in Indonesia, educational practitioners need to be creative and make use of this opportunity to boost up the learning goals, for example making use of Facebook, Twitter, Instagram, Line, and many others (social media) in educational settings. Among those social media, Instagram has increased its popularity, particularly in Indonesia, with its 22 million users. It is an online platform in which users can share their stories via uploaded photos. Recently, it is not merely used as photo story sharing but also online shopping, news updating, and video conferencing. As Instagram offers promising features, this study explored how this platform was applied to improve the students English written competence, focusing on reading and writing. This study is action research that investigates the use of Instagram as a social-and-educational medium that offers beyond new language learning experiences in the project called InstaGlish, Instagram English. The data were collected from the classroom observation during the project, students' Instagram photo posts, captions and comments, and students' reading and writing scores after project implementation.  A questionnaire and direct interview to the students were also carried out to give a more thorough and deeper understanding of the students' responses toward how effective InstaGlish helps them learn and induce their English. In addition, the findings of this current study were expected to give fruitful insight on how to use social media not merely as the fun-without-meaning activity yet fun-and-meaningful new learning experiences.

scholarly journals Autonomy, Technology, and Language-Learning in a Sheltered ESL Immersion Program

1999 ◽  
Vol 17 (1) ◽  
pp. 01 ◽  
Author(s):  
Garold L. Murray
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Personal Growth ◽  
Learning Experiences ◽  
Learner Autonomy ◽  
Learning Goals ◽  
Immersion Program ◽  
Use Of Technology ◽  
Language Courses ◽  
Language Needs

This article reports on a classroom-based research project exploring the learning experiences of 30 Japanese English-as-a-second-language (ESL) exchange students in an environment highlighting learner autonomy and the use of technology. It first addresses a growing concern among practitioners, that is, how to create a learning environment that facilitates learner autonomy. One possible answer is a learning structure that first requires students to reflect on their second-language needs and interests. They then set their learning goals, devise projects to help meet these goals, and self-assess their learning. This model was implemented in three multimedia lab classes of two content-based language courses of a sheltered immersion program. The students' learning experiences are examined in a multiple case study relying on data collected through questionnaires and interviews, as well as participants' learning logs, teacher observation, and measures of academic achievement. The data suggest that promoting learner autonomy through experiential learning enhances motivation, metacognitive knowledge, and personal growth. The article concludes by exploring possibilities for the application of this model in regular ESL classrooms.

scholarly journals Fanfiction as an Academic Tool for Advanced Language Fluency: A Study

2021 ◽  
Vol 12 (4) ◽  
pp. 364-369
Author(s):  
Surya R, Et. al.
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Sample Survey ◽  
Language Fluency ◽  
Digital Platforms ◽  
Reading And Writing ◽  
Language Courses

In this globalized world, a thorough grasp of the English language has mushroomed as an inexorable necessity than an obligation. Traditional language learning is often turning out to be an involuntary process, alienating learners and thereby posing bigger challenges to second language teaching. Given the ongoing diversified technological revolution, an informal user-friendly ambience was created, making learning an uncomplicated and stress-free exercise. Digital platforms aid in several ways for learning languages - such as online language courses and special purpose mobile applications. Exposure to the language is vital in the learning process and social media can be of great help here. There is no better choice as a practice ground than social media and its associated forms. Fanfiction forums are the most popular reading and writing communities on the Internet. This paper attempts to throw light on how fanfiction can be useful in the task-based language teaching method for attainment of advanced fluency in reading and writing skills. A looming literary sensation and a source of entertainment, fanfictions of prominent literary works and visual arts are widely read and accepted by masses. This fictional writing can be incorporated into a higher-level language classroom as a learning tool, under the guidance of teachers who are accustomed to this form of writings and are digitally literate. A sample survey was conducted among fan fiction groups to highlight and justify the efficacy of fanfiction in promoting English language learning.

scholarly journals Indonesian EFL students’ reading motivation and writing achievement across gender

2019 ◽  
Vol 4 (2) ◽  
pp. 119
Author(s):  
Ajeng Inayatul Ilahiyah ◽  
Diah Maya Andina ◽  
Punggulina Andawaty Tiven ◽  
Bambang Yudi Cahyono
Keyword(s):  
Language Learning ◽  
Reading Motivation ◽  
Male Students ◽  
Writing Achievement ◽  
Essay Writing ◽  
Reading And Writing ◽  
Writing Course ◽  
Research Findings ◽  
Efl Students ◽  
Writing Scores

The inseparable linkage between reading and writing has gained a crucial emphasis on language learning.  It has been regarded as a constructive issue for the improvement in teaching English skills. However, little attention is given to the underlying relationship between students’ motivation in reading and their achievement in writing.  This current research aimed at the correlation between students' reading motivation and their writing achievement across gender. It involved 50 third-year EFL students enrolled essay writing course divided into two classes in the ELT department. The quantitative data were collected through the use of the questionnaire on motivation in reading. Correlation analysis completed using Pearson product-moment revealed that the students' motivation in reading significantly positive influences their writing scores. It described that changes in students' reading motivation are a very weak correlation with the changes in their writing score. Another finding demonstrated that female and male students’ reading motivation and their writing achievement are significantly different. It signified that the differences correlation coefficient of both male and female students. Finding teaching implication is one of the areas that future researchers are suggested to investigate. Regarding the research findings, it indicates that there are more extensive areas offered for further studies in the relationship between reading and writing.

scholarly journals Reading and Writing Activities on Instagram

2020 ◽  
Vol 2019 (1) ◽  
pp. 472
Author(s):  
Kevin Thomas
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Learners ◽  
Written Communication ◽  
Learning Tool ◽  
Motivation To Read ◽  
Reading And Writing ◽  
University Course ◽  
Classroom Use

In teaching a university course designed to improve English learners’ spoken and written communication, I noticed a gap between coursebook reading and writing activities and students’ L1 practices. This led to the conclusion that coursebook activities should be supplemented to improve learners’ motivation to read and write. An investigation into using social media in the classroom (Thomas & Park, 2020) identified Instagram as a potentially suitable platform for such activities. ELT researchers have supported classroom use of Instagram, claiming its use had benefits for language learning, grammatical and lexical accuracy, and motivation (Al-Ali, 2014; Handayani, 2016; Listiani, 2016). This paper is a report on two experiments that were carried out to investigate these claims. Results showed no improvement in vocabulary memorization or grammatical and lexical accuracy. However, students were motivated by Instagram and felt it was a useful language-learning tool. In addition, a correlation was found between using the platform and engaging in activities. 大学における口頭・書面によるコミュニケーション向上のコースにて、コースブックのリーディングとライティングのアクティビティと学習者の第一言語による実生活での読み書きの活動に差異があることに着目した。これにより、コースブックのアクティビティは読み書きの学習意欲向上のために補填されるべきであるという結論に達した。このようなアクティビティのためのインスタグラム使用の有用性が示されており(Thomas & Park, 2020)、文法・語彙の正確さの習得と学習意欲の向上に有益であるとELT研究者達に支持されている(Al-Ali, 2014; Handayani, 2016; Listiani, 2016)。これらの主張を調査するため本研究では二つの実験を行った。結果は語彙の暗記と文法・語彙の正確さの習得について何ら向上を示さなかったが、学習者はインスタグラムは学習意欲を起こし、役に立つ学習ツールであると感じた。さらにインスタグラムを使用することとアクティビティに興味を惹かれるということに相関関係が見受けられた

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

New Materiality and Young People’s Connectedness Across Online and Offline Life Spaces

2020 ◽  
pp. 487-502
Author(s):  
Susan O’Neill
Keyword(s):  
Social Media ◽  
Music Education ◽  
Educational Outcome ◽  
Music Learning ◽  
Time Space ◽  
The Social ◽  
New Learning ◽  
Musical Resources ◽  
Meaningful Connections ◽  
Digital Cultures

This chapter examines new materiality perspectives to explore the influence of social media on young people’s music learning lives—their sense of identity, community and connection as they engage in and through music across online and offline life spaces. The aim is to provide an interface between activity, materiality, networks, human agency, and the construction of identities within the social media contexts that render young people’s music learning experiences meaningful. The chapter also emphasizes what nomadic pedagogy looks like at a time of transcultural cosmopolitanism and the positioning of youth-as-musical-resources who “make up” new musical opportunities collaboratively with people/materials/time/space. This involves moving beyond the notion of music learning as an educational outcome to embrace, instead, a nomadic pedagogical framework that values and supports the process of young people deciphering and making meaningful connections with the world around them. It is hoped that implications stemming from this discussion will provide insights for researchers, educators, and policymakers with interests in innovative pedagogical approaches and the creation of new learning and digital cultures in music education.

scholarly journals Maternal depressive symptoms and children's academic performance: sex differences in the mediating role of school experiences

2020 ◽  
pp. 1-10
Author(s):  
Marilyn N. Ahun ◽  
Lamprini Psychogiou ◽  
Frédéric Guay ◽  
Michel Boivin ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Sex Differences ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
School Engagement ◽  
School Experiences ◽  
Maternal Depressive Symptoms ◽  
Reading And Writing ◽  
Mediating Role ◽  
Writing Scores

Abstract Background Maternal depressive symptoms (MDSs) are negatively associated with children's academic performance, with stronger effects sometimes reported in boys. However, few studies have tested the mechanisms of this association. We examined the mediating role of school engagement and peer victimization in this association and tested for sex differences. Methods Participants were 1173 families from a population-based longitudinal Canadian study. MDSs were self-reported annually using the Centre for Epidemiologic Studies Depression Scale (child's age: 5 months to 5 years). Data on mediators (peer victimization, cognitive, behavioral, and emotional school engagement) were reported annually from ages 6–10 by multiple informants including children, parents, and teachers using items from validated scales. Mathematics, reading, and writing exam scores at age 12 were obtained from standardized exams administered by Québec's Ministry of Education and Teaching. Structural equation modeling was used to test mediation by school experiences in boys and girls. Results Exposure to MDSs was negatively associated with mathematics, reading, and writing scores in girls and with mathematics only in boys. Cognitive and behavioral engagement significantly mediated the association between MDSs and mathematics, reading, and writing scores in girls. There were no significant mediators for boys. Conclusions Prevention and intervention strategies aiming to improve school engagement might be beneficial for daughters of mothers experiencing depressive symptoms. Further research is needed to replicate these findings and to identify the mechanisms explaining this association in boys.

Literacy in a Second Language

1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Learning Context ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Learning Contexts ◽  
Language Literacy ◽  
Do So

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)

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