scholarly journals Primary Pupils‟ Use of Social Media to learn ESL

2019 ◽  
Vol 8 (12) ◽  
pp. 2076-2080
Keyword(s):  
Social Media ◽  
Second Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Original Data ◽  
Learning Preferences ◽  
Social Media Platforms ◽  
Asian Context ◽  
Use Of Social Media

The next generation of school-going pupils of elementary level will soon be made up of children from generation Alpha, born from the year 2010 to 2025. These technology-savvy young children will soon be dominating the classrooms demanding for digitalised instructional experiences. Technology-infused learning experience has been a prevalent concept in the education field in recent years. Many studies have been carried out to explore how social media and technology assists second language learning in the contexts of secondary and tertiary education. However, little is known about how elementary pupils learn English as a second language (ESL) using social media platforms, primarily in the Asian context. Therefore, the objective of this study is to investigate how Chinese primary school pupils learn English on social media. Drawing on the original data from a questionnaire survey and document analysis, the findings revealed that the research participants lack the experience of learning English on social media sites although they have access and the necessary competency in handling those sites. The implication derived from this study is that it would be advisable for teachers to steer and plan suitable instructional practices on social media platforms for elementary aged ESL learners in line with their learning preferences and needs.

scholarly journals A Case Study on Week without Walls (WWW) in UiTM Negeri Sembilan: Critical Reading and Creative Writing beyond the Second Language Classrooms

2019 ◽  
Author(s):  
Wan Zumusni Wan Mustapha ◽  
Mohd Nur Fitri Mohd Salim ◽  
Irma Ahmad ◽  
Sheela Paramasivam
Keyword(s):  
Social Media ◽  
Second Language ◽  
Creative Writing ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Critical Reading ◽  
Language Classrooms ◽  
Flipped Classrooms ◽  
Use Of Social Media

Teaching and learning critical reading and creative writing in the second language have gone beyond the four walls of classrooms and language classrooms. Apart from flipped classrooms, where lessons and assignments can be conducted and done during weekends, public holidays and festive breaks, Universiti Teknologi MARA has moved another step in implementing Week without Walls (WWW) where students learn in a less structured way outside the classrooms. Qualitative method namely case study is used to design the research methodology for this study. The focus on the case study is to see how learning is demonstrated through the use of social media. The case study on diploma and degree students from three faculties found that WWW has increased motivation and interest in teaching and learning of second language reading and writing. Other than using the usual teaching videos, notes on the online platform, students are asked to read Reader’s Digest magazines and post a caption of an interesting article or activity they have read on the social media. Using social learning theory, analysis of the students’ narratives on social media postings reveal that given the freedom to demonstrate their learning experience, students can be creative by posting pictures and videos of what they have read on their social media and realize that learning is not just for assessments.

Privacy and Identity Management in Social Media

2013 ◽  
pp. 304-320 ◽  
Author(s):  
Simone Smala ◽  
Saleh Al-Shehri
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Identity Management ◽  
Tertiary Education ◽  
Mobile Technologies ◽  
Political Views ◽  
Close Analysis ◽  
Use Of Social Media ◽  
Facebook Pages ◽  
Educational Potential

Social networking media are becoming more widespread as educational learning sites. For this reason, it is important to investigate how concerns about identity management can interfere with or influence the planned learning processes. This chapter engages initially with current research that investigates the use of social media with a particular focus on issues of identity management. It then provides a close analysis of identity management among student users of dedicated Facebook pages in tertiary education settings, as part of a larger study into contextual language learning and the educational potential of mobile technologies and social media. The study concludes that issues around publically sharing information with classmates (whom you might or might not “befriend” on social media sites), and the exposure that comes with sharing one’s background and potentially contentious political views are probably experienced by students worldwide.

Critical Praxis Through a Social Media Ecosystem

2022 ◽  
pp. 344-372
Author(s):  
Eric Chao Yang
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Language Education ◽  
Learning Content ◽  
Critical Content ◽  
The Status ◽  
Social Media Platforms ◽  
Media Ecosystem ◽  
Use Of Social Media ◽  
Learning Language

The use of social media in language education is evident in the plethora of online content generated by education organizations. Teachers and learners alike have used platforms such as Facebook, YouTube, and Instagram to access and disseminate learning content in the forms of text, images, podcasts, and videos. However, despite the prevalence of social media in the language-learning sector, its pedagogical use has been limited to learning language features. This chapter analyzes the potential use of an ecosystem of social media platforms to augment varied modes of TESOL instruction, namely live, online, and hybrid, through a critical lens in higher and adult education. The integration of critical content and critical thinking development in social media platforms, in which authentic content is directly consumed, co-created, and disseminated, enables TESOL teachers to help learners become aware of how power shapes information, how to resist coercion, and challenge the status quo.

The use of social media platforms in a first year accounting course

2016 ◽  
Vol 24 (3) ◽  
pp. 318-340 ◽  
Author(s):  
Lesley Stainbank ◽  
Kerry-Lee Gurr
Keyword(s):  
Social Media ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Career Guidance ◽  
Tertiary Education ◽  
Home Language ◽  
First Year ◽  
Content Type ◽  
Social Media Platforms ◽  
Use Of Social Media

Purpose The purpose of this exploratory study is to describe the use of social media platforms in a first-year accounting course at a South African university and provide evidence on whether students found these social networking sites useful. Design/methodology/approach The study uses survey research to determine students’ usage of two social media platforms (Facebook and Twitter) and their perceptions of these platforms’ usefulness in a first-year accounting course. Findings The study found that the time spent on the two social media platforms does not detract from the time spent on preparation for the first-year accounting course. Students’ perceptions on the usefulness of these platforms showed support by all students for using social media to provide career information, but not all students perceived the platforms to be useful for communication and teaching and learning. While no statistically significant differences were found in the students’ responses based on gender, a number of statistically significant differences were found when the results were analysed according to language. Students whose home language was not English found the two social media platforms more useful for some aspects of communication, teaching and learning and for career guidance than English-speaking students. Research limitations/implications The questionnaire was only administered to students on one campus who had actually accessed the social media platforms. Therefore, the results are not generalisable beyond this study. Practical implications The study shows that students whose home language is not English perceived the platforms more useful for communication, some teaching and learning aspects and for career guidance in a first-year accounting course. This may be helpful to other accounting teachers faced with student disruptions, large classes or high numbers of international students whose first language is not English, and who need to communicate with all their students. Originality/value The study adds to the discourse on the usefulness of social media platforms in a tertiary education setting, and more particularly, in a first-year accounting course in South Africa.

scholarly journals Understanding the Mechanism of Social Attachment Role in Social Media: A Qualitative Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
MaoSheng Yang ◽  
WenSong Zhang ◽  
Athapol Ruangkanjanases ◽  
Yue Zhang
Keyword(s):  
Social Media ◽  
Original Data ◽  
Psychological Needs ◽  
User Participation ◽  
Attachment Relationship ◽  
Social Attachment ◽  
Social Media Platforms ◽  
Software Platforms ◽  
Use Of Social Media ◽  
Continuous Use

Qualitative research method was used to explore the formation and development of the attachment relationship between users and social media in the process of using social media. Based on the attachment theory, this study selected three representative social media platforms, namely, TikTok, WeChat, and MicroBlog, as theoretical samples, and this study adopted NVivo12.0 to root, theorize, and construct the original data. Research shows that users are stimulated by co-creation value to stimulate changes in their psychological needs and self-expression, leading to the formation of social attachment. Among them, user participation is a prerequisite for driving the occurrence of co-creation value, creating a continuous-use scenario for the attachment relationship between individuals and social media. Further, psychological needs and self-expression play mediating roles between co-creation of value and social attachment and promote the occurrence of personal belonging to software platforms. The findings of this research better our understandings about the mechanism of developing social attachment from continuous use of social media and offer practical implications for commercial uses of social media platforms.

scholarly journals A Study of EFL Saudi Students' Use of Mobile Social Media Applications for Learning

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Abdulrahman M. Alshabeb ◽  
Riam K. Almaqrn
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Devices ◽  
Learning Experience ◽  
Mobile Technologies ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Use Of Social Media ◽  
Media Applications

This research addresses the gaps in the literature on m-learning approaches in Saudi Arabia, with a focus on English as a Foreign Language (EFL) students studying at university level. The research aimed to explore university students’ use of social media applications and their role in language learning, with a focus on how mobile devices can best be utilised. It analysed the attitudes of 102 learners towards the use of social media to improve language learning both inside and outside the classroom setting. Students of both genders completed a questionnaire, and five students engaged in semi-structured interviews. The aim was to discover whether the students are currently using social media applications to enhance their language skills, and what the students’ attitudes are towards the use of social media via mobile devices inside and outside the classroom. Prior to designing the research instruments, the literature was reviewed, including examining the attitudes of learners in different countries towards mobile technologies, and to decide on the best approach to take in examining attitudes towards new forms of learning. Based on the findings from the literature, appropriate questions were devised, and these reveal an overall positive response towards from the student participants towards using social media and mobile technologies to facilitate learning English. The results of this research are positive, and it is important that Saudi Arabia keeps up to date with advancements in technology to ensure the best learning experience for learners and maximise their potential.

scholarly journals Social Media in Teaching of Languages

2020 ◽  
Vol 15 (12) ◽  
pp. 72
Author(s):  
Babikir Eltigani Siddig
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Native Speakers ◽  
Learning Experience ◽  
Interactive Education ◽  
Research Article ◽  
The Social ◽  
Social Media Platforms ◽  
Free Interaction ◽  
Minimal Effort

Abstract With advancements in communication technology, humans can now bridge the constraints of time and space with minimal effort. Through this, the ability of individuals to interact with millions of others at an instant has not only been increased, but also improved. As a result of these developments, endeavours such as education could benefit greatly. Undertakings such as distant education, blended learning, and even interactive education could be made considerably easier and more efficient. For instance, with regards to education, the teaching of languages could draw important uses from the application of social media to teach learners new languages. Through social media platforms such as Facebook, WhatsApp, and YouTube, instructors could help learners access greater competency in language learning and use. The social media sites would allow learners to immerse themselves in situations where they openly interact with others who are more competent than them in the use of the language. In this way, learners may be able to improve their grasp of the language. From this research article, it is evident that social media can be applied to aid in the teaching of languages. Learners can interact freely with native speakers of the language they seek to learn, and they could also direct the process of learning themselves. These would be enabled through the application of social media in the instruction process. Further, learners could also immerse themselves in the culture associated with the language they seek to learn. Consequently, the learners would increase their grasp and end up improving the learning experience. Finally, social media may allow free interaction with native-speakers of a language. In this manner, the learners would be improving their diction and pronunciation of the words and phrases; a fact that would greatly enhance the learning process. Keywords: Immersion, Self-Direction, Social Media, Native-Speakers, Pronunciation,

scholarly journals Faculty Use of Author Identifiers and Researcher Networking Tools

2017 ◽  
Vol 78 (2) ◽  
Author(s):  
Clara Y. Tran ◽  
Jennifer A. Lyon
Keyword(s):  
Social Media ◽  
Research Impact ◽  
State University ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Social Media Platforms ◽  
Low Levels ◽  
Use Of Social Media ◽  
Research Networking ◽  
Faculty Surveys

This cross-sectional survey focused on faculty use and knowledge of author identifiers and researcher networking systems, and professional use of social media, at a large state university. Results from 296 completed faculty surveys representing all disciplines (9.3% response rate) show low levels of awareness and variable resource preferences. The most utilized author identifier was ORCID while ResearchGate, LinkedIn, and Google Scholar were the top profiling systems. Faculty also reported some professional use of social media platforms. The survey data will be utilized to improve library services and develop intra-institutional collaborations in scholarly communication, research networking, and research impact.

scholarly journals Social Media in an Emergency: Use of Social Media in Rescuing Abducted School Girls in Nigeria

2019 ◽  
Vol 13 ◽  
pp. 67-75
Author(s):  
Muhammad Abdullahi Maigari ◽  
Uthman Abdullahi Abdul-Qadir
Keyword(s):  
Social Media ◽  
Secondary Sources ◽  
The Social ◽  
Security Challenges ◽  
Social Media Platforms ◽  
Information And Communication ◽  
School Girls ◽  
The Government ◽  
Use Of Social Media ◽  
Domestic Assistance

This paper examines the abduction of the schoolgirls in Chibok Local Government Area of Borno State, Nigeria in 2014. The paper examined how the abduction of the schoolgirls generated responses and support for the rescue of the abducted girls from people and organization from different parts of the globe. The Islamists terrorist organization operating in Borno State has attracted the attention of the world since 2009 when they started attacking government establishments and security installations northeast which later escalated to major cities in Northern Nigeria. Methodologically, the paper utilized secondary sources of data to analyze the phenomenon studied. The paper revealed that the development and innovations in information and communication technology which dismantled traditional and colonial boundaries enabled people to express support, solidarity and assist victims of conflict who resides millions of Kilometers away. This shows that Internet-based communications technology has reduced the distance of time and space that characterised traditional mass media. The campaign for the release of the schoolgirls on the social media platforms particularly Twitter and Facebook has tremendously contributed to the release of some of them. Furthermore, the girls freed from abduction have received proper attention: education and reintegration programmes which enable them to start post-abduction life. In this regard, social media has become a tool for supporting the government in moments of security challenges which the Bring Back Our Girls campaign attracted foreign and domestic assistance to Nigeria in the search of the abducted girls and the fight against the Islamist insurgents.

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