Facebook Activities and the Investment of L2 Learners

Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit

doi:10.5539/elt.v9n8p53

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…writing comments, quotes, games, songs, cooking, and singers), and interpersonal and intergroup communication. The findings are similar to the results of Shafie et al (2016) in that language learners participated in Facebook activities: writing comments, reading news feeds, and joining in closed-group activities. They also correspond to Chang (2020), who revealed that learner autonomy is linked to students' motivation and their awareness of potential learning challenges.…”

Section: Discussionsupporting

confidence: 84%

Facebook as a Promotional Tool for Learner Autonomy: Thai Pre-Service Efl Teachers’ Voices

Inpeng

Nomnian

2022

TEFLIN

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Facebook has not only opened up new opportunities for social networking, but has also been recognized as an educational tool for language learning beyond the classroom. However, little is known as to what extent Facebook can promote learner autonomy among English as a foreign language (EFL) pre-service teachers (PSTs). This study explores the voices of EFL PSTs with regard to their use of Facebook as a tool for promoting their autonomy in learning English, especially during the COVID-19 pandemic. Drawing upon Betts and Kercher’s (1996) Autonomous Learner Model (ALM), this study gained deeper insights into the EFL PSTs’ attitudes, perceptions, and ideas concerning the opportunities and challenges Facebook offers them. This qualitative study was based on a purposive sampling of twenty EFL PSTs from a university in northern Thailand. The findings reveal that Thai EFL PSTs experienced all five dimensions of ALM, namely, orientation, individual development, enrichment, seminars, and in-depth study. They also viewed learning English on Facebook positively during the lockdowns since they simultaneously acquired English and enjoyed edutainment resources despite some limitations concerning this platform. Pedagogical implications of this study suggest that Facebook is a suitable platform for ELT professional development and life-long learning, particularly amid the global disruption caused by COVID-19.

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Section: Discussionsupporting

confidence: 84%

Facebook as a Promotional Tool for Learner Autonomy: Thai Pre-Service Efl Teachers’ Voices

Inpeng

Nomnian

2022

TEFLIN

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“…Similarly, Gamble and Wilkins (2014) [75] supported that students' attitudes towards Presentational Communication are highly positive. Likewise, Shafie, Yaacob, & Karpal Singh (2016) [45] validated that posting writing in English on Facebook was the most favorite activity among students.…”

Section: Presentational Communicationmentioning

confidence: 96%

Vietnamese Undergraduates’ Attitudes Towards the Use of Facebook for English Language Teaching and Learning

Phan¹

2021

Advances in Social Science, Education and Humanities Research

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Thanks to the presence of ICT, proliferation in social media users has occurred and changed the way human beings socialize with each other worldwide. It is undeniable that the prevalence of Facebook as a dominant platform has put questions about how and why diverse virtual communities have employed it. In relation to academic purposes, Facebook has been considered a supporting tool in many parts of the world. To gain some better insight into the use of Facebook in English language teaching and learning in Vietnam, this study was conducted to investigate students' attitudes towards using Facebook in ELT among English-major students. The sample was 323 Vietnamese respondents. The quantitative method was applied for data analysis. Overall, the result revealed that English-major students in Vietnam expressed positive attitudes towards leveraging the Facebook platform in ELT. Consequently, there was a necessity of ultilizing Facebook as an integral attribute of education in the digital era. To end, some suggestions and implications were raised for ELT development.

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“…At the end of the 11week teaching process, expository text comprehension skills of the experimental-group students who implemented reciprocal-teaching strategy were developed at a statistically significant level. Shafie, Yaacob & Singh (2016) examined Facebook activities of L2 learners in the English language. Participants were four diploma students who were active Facebook users.…”

Section: ‫وﻳﺐ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺋﻢ‬mentioning

confidence: 99%

The Effectiveness of a Web 2.0-based Reciprocal-teaching Paradigm in Developing ‎Saudi-university Students’ Reading Comprehension ‎

2022

Jordan Journal of Educational Sciences

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The present study's intent was to propose a web 2.0-based ‎reciprocal-teaching paradigm, test its effectiveness in ‎developing reading comprehension of Saudi-university students ‎and examine the differences between males and females in ‎reading comprehension as per the effect of the proposed ‎paradigm. Participants comprised 120 students selected ‎randomly from Al-Qassim University distributed between the ‎experimental and control groups. A Web-2.0 based reciprocal-‎teaching paradigm and a reading-comprehension test were ‎designed by the researcher. Both groups were pretested. The ‎experimental-group students were taught using the proposed ‎paradigm implementing the suggested strategy. The control-‎group students had their regular classes. The posttest was ‎administered after that. Results indicated no statistically ‎significant differences between the mean scores of the students ‎of the two groups in the pre-administration of the test. ‎Significant differences were detected between the mean scores ‎of the two groups in the post-administration of the test in favour ‎of the experimental group. There were significant differences ‎between the mean scores of the experimental-group students in ‎the pre -and post- administrations of the test in favour of the ‎post- administration. No significant differences were detected ‎between the mean scores of the control-group students in the ‎pre and post-administrations. Similarly, no significant ‎differences were found between the mean scores of males and ‎females in the experimental group in the post-administration of ‎the test. The proposed paradigm proved to be effective in ‎developing reading comprehension of Saudi-university ‎students

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Facebook Activities and the Investment of L2 Learners

Cited by 4 publications

References 28 publications

Facebook as a Promotional Tool for Learner Autonomy: Thai Pre-Service Efl Teachers’ Voices

Facebook as a Promotional Tool for Learner Autonomy: Thai Pre-Service Efl Teachers’ Voices

Vietnamese Undergraduates’ Attitudes Towards the Use of Facebook for English Language Teaching and Learning

The Effectiveness of a Web 2.0-based Reciprocal-teaching Paradigm in Developing ‎Saudi-university Students’ Reading Comprehension ‎

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