scholarly journals Social Media in Out-of-Class Language Learning Possible Learning Opportunities to Promote Digital Literacy

2017 ◽  
Author(s):  
Nuriska Noviantoro
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Digital Literacy ◽  
Learning Opportunities

scholarly journals Digital literacy: exploration of social media-based Arabic language learning

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Aulia Mustika Ilmiani ◽  
◽  
Mukhtar I Miolo ◽  
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Digital Literacy ◽  
Information Technologies ◽  
Language Education ◽  
Arabic Language ◽  
Study Program ◽  
Learning Resource ◽  
The Social ◽  
Other Information

Social media is often used as a learning tool, one of which is Arabic learning. This study aims to explore social media-based Arabic learning carried out by Arabic Language Education study program lecturers at IAIN Palangka Raya. By using descriptive qualitative research methods, this study describes the steps for implementing Arabic language learning which is carried out using social media, such as accessing, selecting, understanding, analyzing, verifying, evaluating and producing. The findings in this study describe that social media is used as: First, as a publication forum for project-based assignments; Second, as a means of digital literacy to obtain information; Third, as a way for students to optimize social media as a medium for literacy. The social media used in learning Arabic in the PBA IAIN Palangka Raya study program are; Whatsapp is used as a learning resource for Maharah Istima, Instagram is used as a learning resource in Maharah Kalam. Facebook is used as a learning resource for Maharah Qiraah and Kitabah. Meanwhile, Youtube is mostly used for the publication of project-based assignments. Further research recommended is the effectiveness of using social media in improving Arabic learning skills, as well as digital literacy-based Arabic learning using other information technologies.

Building a Model for Online Distance Courses Through Social Media and Networks

2012 ◽  
Vol 3 (3) ◽  
pp. 81-94 ◽  
Author(s):  
Ed Dixon
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Digital Literacy ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Spaces ◽  
Face To Face ◽  
The Face ◽  
Online Distance

This article describes the affordances of social media and networks for online Elementary German courses that have been taught at the University of Pennsylvania since 2010. These online courses were created to provide students the opportunity to take Elementary German as part of the language requirement for Penn credit during the summer months when students are away from campus. Like their face-to-face counterparts, the online courses are grounded on the principles of communicative language teaching and learning but clearly reveal the potential of these principles to maximize participation, promote learner autonomy and influence student outcomes when applied to collaborative online learning spaces. This paper explains the pedagogy behind the online courses, outlines their relationship to the face-to-face language classroom, and describes how student interactions are key to the learning process. It considers the importance of electronic and digital literacy (Warschauer, 2006) to the growth of new methodologies, materials development, assessment, articulation, intercultural competence, and student progress. This paper also compares the instructor’s experiences of teaching in the online environment with those of the face-to-face classroom and discusses how these distinct and separate learning spaces are in many ways related and can inform each other. Finally, the author considers new possibilities for language learning through emerging technologies.

scholarly journals Social Media Based EFL Learning: Opportunities and Challenges

2021 ◽  
Vol 2 (1) ◽  
pp. 11-21
Author(s):  
Hisyam Nur Ahmad Latif
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Paradigm Shift ◽  
Human Life ◽  
Learning Opportunities ◽  
Professional Life ◽  
Negative Effects ◽  
Face To Face ◽  
Social Media Platforms ◽  
Unlimited Amount

The growth of communication medium from traditional oral, as in face to face interaction, or written communication, as in letters, to the era of social media where people can communicate wirelessly without having to meet in person change the way people communicate with each other. Social media has become personal necessities for almost every person in order to communicate with their peers, acquaintance, friends, and families. It becomes unseparated part of human life. Thus, social media not only has affected people’s personal life, such as interacting with families, friends, and spouses for personal purposes but also their professional life. Mainstream social media platforms provide unlimited amount of information to language learning that change how human acquire information around them. This paper discusses the paradigm shift in education, the positive and negative effects of using social media as a language learning tool, and the conceptual framework in social media based teaching.

International teleconferences in EGAP courses: preparing students for prospective professional situations

2021 ◽  
Vol 11 (1) ◽  
pp. 15-32
Author(s):  
Anila R. Scott-Monkhouse ◽  
Michal Tal ◽  
Maria Yelenevskaya
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Personal Development ◽  
English Language ◽  
Traditional Approach ◽  
Learning Experience ◽  
Israel Institute ◽  
Self Reflection ◽  
Active Involvement ◽  
Institute Of Technology

Abstract This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.

Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners

2020 ◽  
Vol 9 (2) ◽  
pp. 199-226
Author(s):  
Dan Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Learning Opportunities ◽  
French Immersion ◽  
Chinese Learners ◽  
Instructed Second Language Acquisition ◽  
Negotiation For Meaning

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

Female Saudi International Students Daily Practices on Social Media in Australia

2017 ◽  
Vol 5 (12) ◽  
pp. 39-77 ◽  
Author(s):  
Hanan MOHAMMED ALSHEHAB
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Social Life ◽  
English Language ◽  
Human Life ◽  
Structured Interview ◽  
Digital Identity ◽  
English Language Acquisition

The effect of Social Media (SM) technology on human life in the 21St century cannot be denied; the use of SM platforms can be seen in various fields, such as education, medicine, politics, social life, communication methods, and daily life. The research aimed to investigate SM’s impact on Female Saudi International Students’ (FSIS) English language learning and creation of identities. This study utilized a qualitative method to obtain in-depth knowledge of FSIS’ practices on SM and the effects on their learning and identity. The semi-structured interview was used to collect the data from eight FSIS. Thematic analysis was used to analyze the data. Three main themes were generated: FSIS’ daily practices, FSIS’ digital identity, and FSIS’languages on SM. The findings show that FSIS is active on SM, having accounts on different SM platforms. They communicate with people from Saudi Arabia and of different nationalities. Also, the findings assert that FSIS has a strong digital identity on SM. Moreover, the findings emphasized that using SM helps some of the FSIS to improve their English language proficiency. They use SM as a learning tool for English language acquisition. The limitations and the implications of the study are stated in the Conclusion. For further research, suggestions are made to investigate more phenomena regarding Saudis’ using of SM.

Strengthening Indigenous languages in the digital age: social media–supported learning in Sápmi

2018 ◽  
Vol 169 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Hanna Outakoski ◽  
Coppélie Cocq ◽  
Peter Steggo
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Indigenous People ◽  
Digital Age ◽  
Indigenous Languages ◽  
European Council ◽  
Language Loss

This article presents and discusses Sámi social media initiatives for strengthening languages. The Sámi are the Indigenous people of Europe. All Sámi languages are endangered, and the lack of resources for maintaining, promoting and teaching the languages has been underscored on several occasions by the European Council and the Sámi parliaments. Social media has become an arena where resources are created and shared, enabling communities of speakers to support each other and promote their languages. YouTube, blogs, Twitter and language learning applications are here discussed as public domains and community-grounded media. Based on a few examples and on our expertise as instructors within Sámi studies, we suggest strategies for developing long-lasting and innovative models for revitalizing threatened languages and cultures, and for counteracting language loss through social media. This contribution shares examples of innovative uses of social media in Sámi of relevance for other Indigenous contexts.

scholarly journals DIGITAL LITERACY OF SOCIAL MEDIA USERS IN MEDAN CITY IN FACING HOAX

2021 ◽  
Vol 4 (15) ◽  
pp. 97-113
Author(s):  
Yovita Sabarina Sitepu ◽  
Hendra Harahap ◽  
Februati Trimurni
Keyword(s):  
Social Media ◽  
Digital Literacy ◽  
The Other ◽  
Fake News ◽  
Global Democracy ◽  
Other Hand ◽  
Quantitative Descriptive ◽  
Descriptive Method

Hoax and digitalization have become a threat to global democracy. During this pandemic, WhatsApp in collaboration with the Ministry of Communication and Informatics (Kominfo) has been successfully taken down 1, 759 hoaxes spreading on social media. Thus hoax content is circulating from January 23 to October 18, 2020. This study examines the literacy capability of social media users in Medan City in facing misinformation (Hoax). The purpose of this study is to describe the knowledge of social media users in Medan City regarding hoaxes; describing the process of spreading hoaxes among social media users in Medan City, as well as to identify the types of hoaxes mostly received and spread by social media users. The quantitative descriptive method is used in this study The samples of this study amount to 250 respondents selected in the accidental method. The results obtained from the aforementioned respondents show that respondents agreed that hoax is ‘a deliberate fake news. They stated that they had not been forwarding ‘splashy news’ that they received and do fact-check. On the other hand, when asked about why the ‘splashy news’ was forwarded, the respondents reasoned that they received the news from someone they trusted. In addition, the respondents each stated that they thought the news was useful as they believed the news to be true. The types of hoaxes most frequently received include lucky draws, socio-politics, governance, and health.

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