Social Media is part and parcel of our everyday lives. And since millennials have been interacting on social media on a constant basis, writing is one of the skills by means of which they interact. The intent of this paper is to measure students' social media usage and explore the relationship between these technologies and writing ability among Moroccan university EFL students. In particular, this study employs the explanatory sequential mixed-methods design as a means of researching the reciprocity between social media use and its effects on the writing skill. The findings have indicated that Moroccan university students' social media use habits exert significant impacts on the writing skill and that most of them are susceptible to potential risks pertaining to the use of social media. The reported findings gave sufficient proof that social media is a convenient tool to develop better writing skills. Hence, social media literacy should be integrated in the curriculum.
With the rapid proliferation of ubiquitous ICTs, promoting technology-based learning has become a key element in educational discourse. The present study explores the effects of online texting on the writing skills among Moroccan university students. Based on the explanatory sequential mixed-methods design, the data were collected from a convenience sample of n=243 of first-year English department students. The research tools consist of a survey, a writing test and an interview to gain an in-depth and comprehensive understanding of respondents’ attitudes and lived experiences vis-à-vis online texting. The findings have revealed that online texting has yielded both positive and negative outcomes on students’ writing skills. It was also found that online texting is positively perceived by students as it helps them develop vocabulary and provides great opportunities to practice writing in English. For this reason, online texting is an efficient and effective technique that should be exploited to develop proficiency in writing.
The use of social media in the field of education has taken effect for quite some time. Social media applications offer learners good learning opportunities of using the language. The most important thing they provide learners with is that they promote authentic language use making it possible for students to improve their grammar knowledge and writing skills. Social media, as a learning platform, offers online platforms for users to generate and share information with other users and to interact with them synchronously or asynchronously by written and spoken word. Research has indicated that social media apps could be an efficacious platform for language learning. This study, therefore, comes to explore the effects of social media in the development of university students’ English writing skills and see how EFL students perceive social media in terms of usefulness and ease of use.It also examined whether or not there is any correlation between these variables. The sample consisted of 153 EFL university students using the convenience sampling technique. The obtained data were analyzed using SPSS version 20 and descriptive statistical tools were used to gain an in-depth understanding of the research topic. The results reveal that social media plays a key role in the development of EFL university students’ writing performance.
The present study explores students’ primary concerns, perceptions, difficulties and attitudes characterized by a sheer lack of motivation towards reading. It also demonstrates how a language teacher can prosper in his/her own undertaking to bring about a community of readers with a want to read. This study covers an important comparison between students of three different levels, namely Common Core, First and Second year Baccalaureate. Likewise, it tries to explore the extent to which unmotivated readers are prone to meet the challenges all along the assigned reading tasks. A questionnaire was designed for analyzing the barriers towards attaining reading proficiency. It was also geared to determine the things that should be done to overcome the obstacles towards achieving the aspired reading competence. The results from this study imply that there is reason to suggest the need to develop a want in students to read via breathing life into comprehension texts presented to students. This can be done through integrating more illustrations and key vocabulary rubrics. Equally important, reading texts in students’ textbooks need to be given due importance, and dedicated efforts are to be considered on the part of textbook designers to help students attain and boost their reading skills. Reading, if done extensively, helps develop the reader’s reading competence and ultimately becomes an essential tool for academic success.
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