An analysis on Learning Condition in Developing of Listening Comprehension Model by Using Social Media for English Students

Abstract—Learning a foreign language by using social media at the University level is very important because social media has great potential to support student-centered learning as they are flexible, interactive, and resource–rich in nature. One of its drawbacks is the quality of online instruction that lead to unfavorable perception and perspective of the students. The objectives of this research are to analyze the students’ perceptions and perspectives in using Social Media as a tool in English Language learning. Qualitative and quantitative data were collected from the students of the English Study Program, Faculty of Education, the Islamic University of Riau. Research finding revealed that social media is very practical and useful for getting general information, knowledge and to increase their language competency. Keywords — social media, perspective, language

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Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments

Technology-Assisted ESL Acquisition and Development for Nontraditional Learners - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3223-1.ch001 ◽

2019 ◽

pp. 1-37

Author(s):

Seda Khadimally

Keyword(s):

Language Learning ◽

Social Constructivism ◽

English Language ◽

Current Knowledge ◽

Mobile Technologies ◽

Student Centered ◽

Student Centered Learning ◽

Learning And Teaching ◽

Adult Esl ◽

Social Constructivist Theory

The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.

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PENGEMBANGAN MODEL BAHAN AJAR BAHASA INGGRIS UNTUK PROGRAM EKSTRAKURIKULER DI SEKOLAH DASAR

PARAMETER Jurnal Pendidikan Universitas Negeri Jakarta ◽

10.21009/parameter.272.02 ◽

2015 ◽

Vol 27 (II) ◽

pp. 107

Author(s):

Hanip Pujiati ◽

Aisah Aisah

Keyword(s):

Elementary Schools ◽

Language Learning ◽

English Language ◽

Material Model ◽

Learning Material ◽

English Learning ◽

Learning Materials ◽

Development Methodology ◽

New Learning ◽

English Program

Abstract: The objective of this research was to develop a English learning material model for an Extracurricular Program in Elementary Schools. A Research and Development methodology was used involving the following steps: analyzing students’ and teachers’ needs, evaluating the existing learning materials, designing a new learning materials, validating the learning materials by experts, revising learning materials, trying out the learning materials, and revising learning materials. It was found that the existing learning materials were not appropriate for the students’ characteristics and were not organised in a systematic way. Students and teachers indicated that they appreciated enjoyable English language learning materials such as songs, stories and games. Based on these findings a new model for developing materials was developed for Extracurricular English Program in Elementary Schools.

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THE FOCUS OF SIGNIFICANT LEARNING: THE PEDAGOGICAL POTENCIAL OF DEBATING

Education Reform in Comprehensive School Education Content Research and Implementation Problems ◽

10.17770/ercs2014.1131 ◽

2015 ◽

pp. 71

Author(s):

Maija Ročāne ◽

Alīda Samuseviča

Keyword(s):

Language Learning ◽

Personal Development ◽

Teaching And Learning ◽

English Language ◽

Learning Method ◽

Student Centered ◽

Student Centered Learning ◽

Student Responsibility ◽

Innovative Learning

Nowadays, in the process of the implementation of student-centered learning paradigm, not only the knowledge, skills and attitude formation has been updated, but a new quality of teaching and learning as well. Thus significant learning approach has been promoted, leading to the each student's personal development and providing new resources and opportunities. The publication describes the productive dimension of significant learning in the English language learning process revealing the educational opportunities and a potential of the innovative learning method – debating. The prerequisites of significant learning for students have been analyzed as well as the possibilities to develop learning skills through students engaging in the process of debating. Empirical research data confirms the value of the learning method – debating: it promotes self-discipline, the increase of interest in learning, student responsibility as well as raising students‟ motivation

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Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments

Research Anthology on Adult Education and the Development of Lifelong Learners ◽

10.4018/978-1-7998-8598-6.ch009 ◽

2021 ◽

pp. 195-221

Author(s):

Seda Khadimally

Keyword(s):

Language Learning ◽

Social Constructivism ◽

English Language ◽

Current Knowledge ◽

Mobile Technologies ◽

Student Centered ◽

Student Centered Learning ◽

Learning And Teaching ◽

Adult Esl ◽

Social Constructivist Theory

The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.

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Influence of Students’ Learning Style and Performance in the Comprehensive English Class

International Journal of Social Science Studies ◽

10.11114/ijsss.v8i5.4881 ◽

2020 ◽

Vol 8 (5) ◽

pp. 58

Author(s):

Haihua Tu

Keyword(s):

Language Learning ◽

Learning Style ◽

Teaching And Learning ◽

English Language ◽

Careful Consideration ◽

Student Centered ◽

Student Centered Learning ◽

English Class ◽

Group Interviews ◽

And Performance

The purpose of this research was to improve Chinese university students’ performance in four aspects, namely sense of responsibility, academics in students’ grades, engagement and self-esteem by using student-centered learning approach at a University in China and quantitative and qualitative measurements. Changing students’ learning style was implemented with careful consideration. With that in mind, new English language learning process and teaching model were designed in order to improve the teaching and learning quality. Quantitative measurements was used for data analysis. The research instruments included a set of ten-item questionnaire as well as one open-ended question. In order to obtain the qualitative data, focus group interviews was done in team basis.

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The Role of Social Media (YouTube and Snapchat) in Enhancing Saudi EFL Learners' Listening Comprehension Skills

Arab World English Journal ◽

10.24093/awej/th.268 ◽

2020 ◽

pp. 1-54

Author(s):

Wed Nasser Al Harbi

Keyword(s):

Social Media ◽

Language Learning ◽

Listening Comprehension ◽

English Language ◽

Female Students ◽

Target Language ◽

Control Group ◽

Efl Learners ◽

Comprehension Skills

Despite of the importance of listening in EFL learning and teaching, this skill is not getting as much attention as other skills. Therefore, learners are less motivated to depend on their listening comprehension as a tool to help them in the process of language learning. Social media, especially YouTube and Snapchat, can be effectively used as a pedagogical tool to enhance the listening skills of EFL learners, compared with other traditional audio recording tools. The objective of this research is to investigate the role of social media (YouTube and snapchat) as a method of teaching, in order to enhance EFL Saudi learners' listening comprehension skills. The primary goal of this study is to know whether social media is capable of developing EFL listening comprehension skills, and gaining the deeper understanding of the presented materials. In addition, using these tools makes them familiar with the target language culture and it's native speakers. In order to achieve this objective; the researcher used a mixed method to ensure the research validity: a questionnaire and a post-test.The participants of the study were 50 female students studying in English Language Centre at Taif University. They were randomly selected and they divided into two groups: the experiment group consisted of 20 female students and the control group consisted of 30 female students. The experiment group was instructed using (YouTube and Snapchat) as the control group using traditional audio method. Then there is a post-test is given to both groups to measure their listening comprehension performance. The findings of the study showed that using social media (YouTube and Snapchat) can enhance the listening skill of Saudi EFL leaners. The researcher recommends conducting more studies on other samples from different studies, age levels and from different environments like the schools or training institutes.

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Language Learners and Mobile Technology

Handbook of Research on Human Social Interaction in the Age of Mobile Devices - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-5225-0469-6.ch002 ◽

2016 ◽

pp. 22-48 ◽

Cited By ~ 1

Author(s):

Saleh Al-Shehri

Keyword(s):

Social Media ◽

Language Learning ◽

Language Learners ◽

Mobile Technology ◽

English Language ◽

Learning Experience ◽

Student Centered ◽

University Teachers ◽

Teacher Student ◽

Learning Platforms

In order to understand the influence of mobile social media vs. formal learning platforms on creating effective student-student and teacher-student communication channels and linguistic outputs, this study was conducted. Using a qualitative approach, a number of 30 English language university teachers were interviewed. Evidence from their mobile and non-mobile interaction with their students was analyzed to support data from the interviews. The study evaluates the potential of both formal and informal communication mediums to maintain student-centered language learning experience. The study concludes that teachers still need to be aware of the potential of mobile technology and social media for language learning, and that there was a tendency among some teachers to implement formal technology tools for their teaching.

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STUDENT RESEARCH IN ENGLISH LANGUAGE LEARNING

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v8i3.124 ◽

2015 ◽

Vol 8 (3) ◽

pp. 131

Author(s):

L. Angelianawati

Keyword(s):

Language Learning ◽

Teaching Strategies ◽

English Language ◽

Teaching Strategy ◽

English Language Teaching ◽

Student Research ◽

Student Centered ◽

Student Centered Learning ◽

Innovative Teaching ◽

And Performance

English Language Teaching (ELT) is in need of innovative and up-to-date teaching strategies which can develop students’ language competence and performance effectively. Student research is affirmed as one of effective as well as innovative teaching strategies, which develops student-centered learning. Through this strategy, the students learn how gathering information, interpreting it, and making conclusions based on the information gathered. The main purpose of applying this strategy is to make the students learn from the research, discover and also construct knowledge by themselves, as well as use the language. One important point that should be considered in implementing this strategy is the level of education in which the strategy is implemented. This article presents the way how this strategy may be utilized in the classroom.Keywords : student research, teaching strategy, student centered learning

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The Role of Social Media (YouTube and Snapchat) in Enhancing Saudi EFL Learners' Listening Comprehension Skills

10.31235/osf.io/tpfxk ◽

2021 ◽

Author(s):

Wed Nasser Al Harbi

Keyword(s):

Social Media ◽

Language Learning ◽

Listening Comprehension ◽

English Language ◽

Female Students ◽

Target Language ◽

Control Group ◽

Efl Learners ◽

Comprehension Skills

Despite of the importance of listening in EFL learning and teaching, this skill is not getting as much attention as other skills. Therefore, learners are less motivated to depend on their listening comprehension as a tool to help them in the process of language learning. Social media, especially YouTube and Snapchat, can be effectively used as a pedagogical tool to enhance the listening skills of EFL learners, compared with other traditional audio recording tools. The objective of this research is to investigate the role of social media (YouTube and snapchat) as a method of teaching, in order to enhance EFL Saudi learners' listening comprehension skills. The primary goal of this study is to know whether social media is capable of developing EFL listening comprehension skills, and gaining the deeper understanding of the presented materials. In addition, using these tools makes them familiar with the target language culture and it's native speakers. In order to achieve this objective; the researcher used a mixed method to ensure the research validity: a questionnaire and a post-test.The participants of the study were 50 female students studying in English Language Centre at Taif University. They were randomly selected and they divided into two groups: the experiment group consisted of 20 female students and the control group consisted of 30 female students. The experiment group was instructed using (YouTube and Snapchat) as the control group using traditional audio method. Then there is a post-test is given to both groups to measure their listening comprehension performance. The findings of the study showed that using social media (YouTube and Snapchat) can enhance the listening skill of Saudi EFL leaners. The researcher recommends conducting more studies on other samples from different studies, age levels and from different environments like the schools or training institutes.

Download Full-text