Autonomy, competence, and relatedness in foreign language learning through Facebook

Akbari, Elham; Pilot, Albert; Simons, P.R.J.

doi:10.1016/j.chb.2015.01.036

Cited by 81 publications

(71 citation statements)

References 37 publications

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“…For example, Akbari, Pilot, and Simons (2015) found that the effects of Competence enhanced intrinsic motivation and extrinsic motivation. Custers, Westerhof, Kuin, Gerritsen, and Riksen-Walraven (2012) found a positive relation between Relatedness and intrinsic motivation.…”

Section: Cognitive Evaluation Theorymentioning

confidence: 96%

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Lee

Hwang

2015

Computers in Human Behavior

157

102

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Section: Cognitive Evaluation Theorymentioning

confidence: 96%

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Lee

Hwang

2015

Computers in Human Behavior

157

102

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“…As interaction on social network sites commonly consists of short, easily accessible messages (cf. Akbari, Pilot, & Simons, 2015), the interactions in Figure 1 and Figure 2 are considered to be long and comprehensive. These posts show that, to a certain extent, students engage in meaningful interaction, which adds to their learning process (Alterman & Larusson, 2013).…”

Section: Discoursementioning

confidence: 99%

Metacognitive awareness in foreign language learning through Facebook

Peeters

2015

DuJAL

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While over the past decade social network sites have enabled both learners and teachers to set up various forms of online collaborative learning environments, there is an ongoing discussion on how collaboration through these social media platforms can be situated with regard to the development of metacognitive awareness (Li, Pow & Cheung, 2015). This paper presents a study on the development of learners' metacognitive awareness of first-year English majors collaborating in a closed Facebook group. The theoretical framework for the development of metacognition, proposed by Gunawardena et al. (2009), was used to analyse the students' metacognitive strategies when working together online. The study shows that students utilise the social network site to complete given learning tasks, and extend their use of the forum by setting new learning goals and socialising with their peers. The students show that, through peer collaboration, they are able to evaluate and plan their learning process online.

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“…Students use Facebook for different purposes, mostly with the aim of establishing contact and exchanging various information; however, it is less known that it can be used in formal and informal learning (Madge et al, 2009). As a social network which is widely used by students, Facebook has the potential to become an important support in the process of learning foreign languages (Akbari et al, 2015). Although its role within the domain of education has been recognised, research studies show that this social network is still being used less in university education in relation to more traditional technologies such as e-mail, when it comes to information exchange (Roblyer et al, 2010).…”

Section: Previous Research Reviewmentioning

confidence: 99%

Facebook as Logistic Support to Linguistic Interaction

Pavlović

Momčilović

Petrović

2018

FU Teach Learn Teach Ed

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New technologies provide significant logistical support to contemporary learning process, particularly in the field of university education. Students, as part of the youth population in the process of education, use new media technologies daily, among which an important place belongs to Facebook. Although Facebook is not characterised as a technology through which one learns, and is primarily used for communication and exchange of information, a number of research point to the importance of Facebook as a logistic support to the learning process. The main objective of the research was to determine students' opinions on how they use Facebook in learning and sharing information important to learn the German language in the process of university studying. The study included 120 students of Faculty of Philosophy, who learn German as a second foreign language. Data obtained from the research confirmed that students use Facebook to share information related to exams, to exchange translation and other specialised texts in German. As for study purposes, the results of the research show that students mostly use Facebook for information sharing in the field of experience exchange with older colleagues, and least for the exchange of scientific articles. Research findings indicate that the surveyed students recognised Facebook as a significant support in learning the German language. As a recommendation, the need for greater use of new media for learning and for providing adequate logistics of the learning process stands out, which is particularly important in the current reform of higher education.

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Autonomy, competence, and relatedness in foreign language learning through Facebook

Cited by 81 publications

References 37 publications

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Metacognitive awareness in foreign language learning through Facebook

Facebook as Logistic Support to Linguistic Interaction

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