Exploring Academic Use of Online Social Networking Sites (SNS) for Language Learning: Japanese Students Perceptions and Attitudes Towards Facebook

Abrahim, Shugufta; Mir, Bilal Ahmed; Suhara, Hayato; Sato, Masahiro

doi:10.4172/2165-7866.1000223

Cited by 12 publications

(15 citation statements)

References 26 publications

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“…The TAM has been widely used to examine technology integration in many developed countries (Abrahim et al, 2018;Rahimi et al, 2015;Teo et al, 2018); most variables were reported to be significant predictors for intention to use, perceived ease of use, perceived usefulness, as well as attitudes. However, a few researches have been done in developing countries.…”

Section: Discussionmentioning

confidence: 99%

“…The use of ICT in education including Web 2.0 is important in bringing teaching and learning transformation (Kompen et al, 2019;Bharuca, 2018) where Web 2.0 technologies can function as transformation tools for teachers, students, and other educational stakeholders to be active users of educational technology (Abrahim et al, 2018). The use of Web 2.0 technologies into the teaching and learning process can establish a good learning environment and support innovative teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

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Predicting Factors Affecting Intention to Use Web 2.0 in Learning: Evidence From Science Education

Muhaimin

Habibi

Mukminin

et al. 2019

JBSE

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Teachers’ intention to use technology is a major factor in its effective use in learning including in developing countries. This research empirically investigated on factors that influence Pre-Service Science Teachers’ (PSSTs) intention to use Web 2.0 in learning through Technology Acceptance Model (TAM) in Indonesia. The goals of the research were to (a) report if the TAM is a valid and reliable model to explain PSSTs intention to use Web 2.0, and (b) inform the factors of PSSTs’ intention to use Web 2.0 in learning. Seven hundred and five PSSTs from five universities completed a 24-item online questionnaire based on the TAM constructs comprising perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, attitudes, and intention to use Web 2.0. Results obtained using Partial Least Square Structural Equation Modeling (PLS-SEM) informed that (a) facilitating condition and subjective norm significantly influenced perceived ease of use; (b) subjective norm significantly affected perceived usefulness; (c) both perceived ease of use and perceived usefulness was a significant factor predicting attitude; and (d) attitude, perceived ease of use, and perceived usefulness significantly influenced intention to use Web 2.0. Overall, the TAM is a valid model to help explain Indonesian PSSTs’ intention to use Web 2.0 in learning. Keywords: Web 2.0, technology acceptance model, pre-service science teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Predicting Factors Affecting Intention to Use Web 2.0 in Learning: Evidence From Science Education

Muhaimin

Habibi

Mukminin

et al. 2019

JBSE

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“…Students can expand their interest in writing and utilizing information from online exercises, which was mediated in a positively encouraged medium in social media platforms [27]. Self-directed learning via social media integration helps the students to become familiar with the language usage and there is positive correlation between the frequency of social media usage and the increase in students' confidence level [28]. There are countless learning materials and resources which can be utilized for students [30].…”

Section: 1mentioning

confidence: 99%

Leveraging the Use of Social Media in Teaching Writing: A Qualitative Investigation among ESL Pre-Service Teachers

Rusli¹,

Hashim²,

Yunus³

et al. 2019

Int. J. Interact. Mob. Technol.

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<p class="0abstract">Advances of technology and innovation suggest new form and paths in language teaching. Social media use can be a great influence for English as a Second Language (ESL) students especially in writing competency. Despite of many positive reports that presented affordances in social media use, however, there are insufficient studies that investigate ESL trainee teachers’ perception on this matter. Therefore, this study aimed to investigate ESL pre-service teachers’ views upon leveraging the use of social media in teaching of writing focusing on the opportunities and challenges. This study employed qualitative methods where thirty-four ESL pre-service teachers from a public university were involved. Based on the findings, it can be concluded that ESL pre-service teachers perceived the use of social media in teaching writing can be of beneficial and similarly challenging. Opportunities stated by the participants include enhancement in collaborative learning, supporting students’ self-directed learning and simplify the teaching and learning processes. On the other hand, the challenges mentioned by the participants are that social media can be a source of distraction, deterioration in language and plagiarism. Thus, it is advisable that teachers play their roles responsibly in managing students’ activities online and also be equipped with technology skills to enhance the establishments of social media in ESL teaching of writing.</p>

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“…On the other hand, several studies have proved that many students use social networks to discuss their classes, learning outside of school, and planning for college (Yuen & Yuen, 2008). The open nature of social networks as well as their accessibility, efficiency, and ease of use can help students' learning experiences (Abrahim, Mir, Suhara, & Sato, 2018;Labus, Simić, Vulić, Despotović-Zrakić, & Bogdanović, 2012).…”

Section: Educational Aspects Of Social Networkmentioning

confidence: 99%

Blending Crowdvoting in Modern e-Learning Environments

Maletić

Barać

Naumović

et al. 2019

IRRODL

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Given that the most students spend considerable time on social networks, many educational institutions use this habit as a basis for educational purposes. Increasing students’ active participation in learning activities is one of the main goals of education. The purpose of this research was to investigate to what extent crowdvoting techniques can increase students’ participation and interest in the e-learning process. Additionally, we set out to explore social networks as a medium for crowdvoting, contests, and collaboration among students. The research participants included 131 students in the information technologies area of the Faculty of Organizational Sciences, University of Belgrade who participated in contest related to their 3D modeling projects. Voting was performed via Facebook. The students voted for particular projects primarily based on the quality of the project itself. Additionally, the competition was an incentive for students to prove themselves to colleagues, but also to provide an opportunity for teamwork, additional engagement, and acquisition of new skills and knowledge. The research results indicate a generally positive attitude among students towards the competition and rewards.

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Exploring Academic Use of Online Social Networking Sites (SNS) for Language Learning: Japanese Students Perceptions and Attitudes Towards Facebook

Cited by 12 publications

References 26 publications

Predicting Factors Affecting Intention to Use Web 2.0 in Learning: Evidence From Science Education

Predicting Factors Affecting Intention to Use Web 2.0 in Learning: Evidence From Science Education

Leveraging the Use of Social Media in Teaching Writing: A Qualitative Investigation among ESL Pre-Service Teachers

Blending Crowdvoting in Modern e-Learning Environments

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