Effectiveness of Facebook in English Language Learning: A Case Study

Faryadi, Qais

doi:10.4236/oalib.1104017

Cited by 23 publications

(21 citation statements)

References 18 publications

(14 reference statements)

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“…Facebook played a significant role in learning language skills, confidence, motivation and attitudes (Kanilan, Ahmad & Abidin, 2010), in improving writing performance (Shih, 2011); in increasing students' motivation for doing their writing assignment (Buga, Căpeneaţă, Chirasnel & Popa 2014;Binti Shukor & Noordin, 2014). Facebook also increased autonomous, competence and social relationship among learners (Akbari, Pilot and Simons, 2015); involvement and engagement (Lai, Wang, Li & Hu, 2016); critical learning, vocabulary knowledge and confidence (Faryadi;; motivation, self-confidence and positive attitudes (Kasuma, 2017;Özdemir, 2017). Qzone had significant impact on peer feedback (Xianwei, Asmawi & Samuel, 2017).…”

Section: Discussionmentioning

confidence: 98%

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

Jamshidian¹

2020

JCSLL

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This review sets out to summarize studies that consist of research-based evidence indicating the effect of social media on language teaching and learning .We probed Information and Communication Technology (ICT), social media, different social networks, and language teaching and learning in academic databases such as ERIC, Springer, Taylor and Francis, Sciencedirect, ProQuest, Elsevier, Scopus, Wiley, and Google Scholar. From 350 studies related to the effects of ICT and social networks on language teaching and learning in the literature, 9o Iranian and international core papers were reviewed. This meticulous review showed that SNSs positively influence the process of the teaching and learning foreign language.

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Section: Discussionmentioning

confidence: 98%

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

Jamshidian¹

2020

JCSLL

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“…A study from Al-Jumaili, Al-Rekabi, Alsawad, Allela, Ryan Carnahan, Saaed et al (2017) indicates that learners prefer to use Facebook for academic purposes because the chat functions and other communicating features are considered to be user-friendly. Faryadi (2017) revealed that, in addition to acquiring new terms and terminology, Facebook helped students enhance their English speaking skills. His findings also show that Facebook creates an environment that encourages English language learning and improves Malaysian learners' attitudes, confidence, contentment, motivation, and perceptions about learning English speaking skills.…”

Section: Intervention Of Social Media and Video Conferencing Tools To Help Esl Learners Coping With The Challenges During Covid-19 Pandemmentioning

confidence: 99%

The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review

Ying¹,

Siang²,

Mohamad³

2021

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During the COVID-19 pandemic, the abrupt closures of all learning institutions have caused English as second language (ESL) learners to have significant difficulties learning the English language especially for speaking skills. Speaking is one of the most important skills to learn because it is the primary mode of communication around the world. However, the majority of ESL learners are still trying to improve their English speaking abilities. Since the implementation of the COVID-19 lockdowns, e-learning has been a well-known solution all over the world. Learners and educators need more time to adjust to online teaching and learning because most of them are exploring new technical innovations and strategies to be used in the classroom. As a result, this study includes a literature review on the challenges ESL learners encounter in learning speaking skills, as well as the use of social media and video conferencing tools to teach speaking skills. Lack of motivation and self-confidence, fear, hesitation, and limited vocabulary are some of the challenges faced by ESL learners. Hence, it is vital to determine the technology intervention used in teaching and developing speaking skills among these learners based on previous study. During the COVID-19 pandemic, some of the interventions in teaching speaking skills included utilizing social media and video conferencing applications like Facebook, WhatsApp, and others for online teaching and learning. Educators of English as a Second Language (ESL) might then pick the ones that would work best in their particular classroom.

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“…Blattner and Fiori (2009) find Facebook helpful for improving students' socio-pragmatic competence. All these features of the new reliable learning environment enhance students' participation (Mazman & Usluel, 2010) and influence motivation (Faryadi, 2017;Mills, 2009;Polok & Harezak;. It is stated that Facebook can be of value supporting both classroom assignments (Roblyer et al, 2010) and homework (Kitsis, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Facebook Group as an Educational Platform for Foreign Language Acquisition

Mykytiuk

Lysytska

Melnikova

2020

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In the research the educational potential of Facebook for language acquisition is studied. The methodological experiment and survey were conducted aimed at studying the efficiency of Facebook-assisted teaching in the Facebook group for the development of students' vocabulary, listening and writing skills. Quantitative and qualitative analysis, observation, interpretation, control and measuring were applied in the research. The Facebook group was viewed as an educational environment where a set of specially organized learning materials of different formats was accumulated. The research outlined the useful features and capabilities of the Facebook group for facilitating the learning process and increasing motivation and engagement. The findings proved that the Facebook group learners outperformed the participants of the control groups regarding all three aspects taken: vocabulary (breadth and depth of knowledge), listening skills (listening for general and specific information) and writing skills (content, organization and clarity, vocabulary, spelling and grammatical accuracy). The reasons for the better results of the experimental group participants were identified, including the repeated exposure of the experimental groups students to the target vocabulary, up-to-date and controversial nature of the study content, and visual and interactional nature of the Facebook environment. The survey revealed the positive evaluation of studying in the Facebook environment by the Facebook learners.

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Effectiveness of Facebook in English Language Learning: A Case Study

Cited by 23 publications

References 18 publications

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review

Facebook Group as an Educational Platform for Foreign Language Acquisition

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