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

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 Teachers’ and Learners’ Perceptions toward Using Social Media for Developing Oral Proficiency

2019 ◽  
Vol 10 (6) ◽  
pp. 1341
Author(s):  
Ehsan Namaziandost ◽  
Mehdi Nasri ◽  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Oral Proficiency ◽  
Efl Context ◽  
The People ◽  
Efl Students ◽  
University Level

Social media is one of the most important sources of communication in this technological age which enables the people to share their views and thoughts with other friends, relatives, colleagues, class fellows, and teachers without any problem of distance. Therefore, the main purpose of this study was to highlight the role of social media, and to compare the views of teachers and learners regarding the use of various social media sources in English language learning proficiency at university level. The data for this descriptive study was collected through self-made questionnaire. The participants of this study were two hundred (200) university level English learners and teachers (100 learners and 100 teachers). The outcome of the study showed that the frequent usage of Social media by EFL students as well as teachers constitutes a significant impact on both users. It has also reflected the teachers’ readiness to integrate Social media in EFL context by means of a convenient pedagogy. The result of this study showed that both teachers and learners had positive attitude toward using social media in oral proficiency at university level.

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 SOCIAL MEDIA AND ITS INFLUENCE ON VOCABULARY AND LANGUAGE LEARNING: A CASE STUDY

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Zahirrah Zainal ◽  
Noor Hanim Rahmat
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
Negative Influence ◽  
Learning Tools ◽  
Public And Private ◽  
New Information ◽  
Social Media Platforms ◽  
Effective Teaching And Learning

Social media is a prominent medium of communication and used by all generations. Besides a tool of communication, institutions have integrated social media such as Twitter, Facebook, and YouTube as learning tools to deliver new information and connect with students. The popularity social media gained over the years has become a debate whether social media platforms are effective teaching and learning tool. This study attempts to seek the influence of social media on English vocabulary development among students in public and private universities in Malaysia. This study also aims to explore the influence of social media on interest in language learning skill. Besides, this study investigates how these platforms cause positive and negative influence language learning. Data and responses for this study made use of questionnaires. The questionnaire data was then analyzed quantitatively using SPSS. The findings revealed that social media sparks language learning interest among English learners. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0710/a.php" alt="Hit counter" /></p>

Using Twitter as an ELT Tool in the Saudi EFL Context

2017 ◽  
Vol 9 (5) ◽  
pp. 41
Author(s):  
Madawi Allam ◽  
Tariq Elyas ◽  
Ayman Bajnaid ◽  
Hussam Rajab
Keyword(s):  
Language Learning ◽  
Diffusion Of Innovation ◽  
English Learners ◽  
English Language ◽  
Learning Tool ◽  
User Intention ◽  
Male And Female ◽  
Saudi Students ◽  
Different Characteristics ◽  
Adopter Category

The present study aims at investigating English as a Foreign Language (EFL) Saudi students’ adaption of Twitter and utilizing it as an English language learning tool and the different characteristics of each adopter category using Roger’s Diffusion of Innovation Theory (DOI). It targets both the foundation year Saudi female university students studying EFL at the English Language Institute (ELI) at King Abdul Aziz University (KAU) as well as the male and female Saudi students studying English at English language institutes abroad. The sample will consist of 50 female preparatory year students (PYS) studying EFL at the ELI. Their ages will range between the ages of 18 and 21 years old and will all be likely to come from an Arab origin. Furthermore, the study will include 50 male and female English learners who are studying abroad. This quantitative study uses a three parts questionnaire. The first part will request demographic information from participants such as age, years of experiences, academic ranking, and the level they are studying in the students' case. In the second section, participants were asked to choose the response that describes the degree to which they use the innovation (Twitter). In the last section, participants were asked to read 23 statements that measure the different characteristics of each adopter category which influence the user intention and behavior. The 23 statements were based on the five perceived attributes of innovations derived by Rogers (2003). A five-point Likert-type scale ranging from strongly agrees to strongly disagree was applied to assess the perceived attributes of Twitter. The researcher aims at identifying valuable insights on how much the social network website Twitter is accepted and used as a learning tool for Saudi language learners. Therefore, based on the findings of this study, researchers in the same field may expand the study by moving to further experimental research that maybe carried out to investigate the effectiveness of Twitter as a teaching tool in the ELI classroom at KAU and other language institutes outside the Kingdom.

scholarly journals Teachergrams: A New Trend of Teaching and Learning English

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Herman Resyadi
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
English Language Learning ◽  
Learning Tool ◽  
Digital Platform ◽  
The People ◽  
Learning English

This paper focused on exploring the teachergrams phenomenon and English language learning. Thus, this paper outlined two main points including the the teachergrams existence in Instagram and their roles in English language learning. The result discussed showed that teachergrams have ability to turn instagram into interactive learning tool in English language learning. The discussion concludes that the existence of teachergrams have become a useful tool to spread English materials and contents for the followers/English learners in Instagram. Additionally, the content written in this paper is expected to be valuable resources for the people who teach and learn English in digital platform especially Instagram.

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.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

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