This paper presents a systematic review of the literature on gender differences using social media to teach language and literature in multicultural contexts published in EBSCO, ERIC, Google Scholar, and SAGE databases. The articles reviewed were put on a grid to facilitate thematizing the data needed to answer the objectives. The findings of the study revealed a gender divide as regards the use of social media, such as females tend to utilize available social media platforms more than males in the case of teachers and show more positive responses to social media use in the classroom. Generally, social media proved to hone the language skills (e.g., writing, reading) and critical thinking skills of the learners, improve communicative competence, develop vocabulary, promote language learning inside and outside the classroom, increase individual and group motivation to learn and succeed, engage students in critical, creative, and collaborative participation in transforming the textual world into a dynamic online community, create meaningful connections for authentic language situations, and support various types of learning styles. Finally, the paper suggests further research on gender differences in social media usage in gender-sensitive teaching in language and literature.
Using the data transcriptions from the communicative events obtained from four participating universities, 33 graduate students, and 26 panel of experts, this paper examines several colloquium events in the Philippines to identify any existing “global” structure of discourse categorized into semantic and schematic superstructures (van Dijk, 1980). Results show that the semantic macrostructure of a colloquium is reflective of its collective goal, and that the participants focus on the improvement of graduate students’ paper. In addition, the discourse of the colloquium has a stable schematic superstructure that is always followed in realizing the collaborative end of the colloquium. Each phase consists of both obligatory and optional features that define/reflect the institution’s identity and practice. Understanding these structures may help candidates of graduate school degrees surpass the challenging task of writing theses and dissertations with an advantage.
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