Facebook as a Flexible Ubiquitous Learning Space for Developing Speaking Skills

Abstract

he research studied the effectiveness of the integration of Facebook as a flexible ubiquitous learning space into the educational process for speaking skills development of undergraduate students learning English as a second language. For this purpose teaching was organised via a specially created and moderated Facebook group where various media resources, uploaded materials, links to different applications and other social networking opportunities were accumulated. It was designed to achieve the educational programme objectives and address the specifics of digital age learning. A set of specially designed materials posted on the Facebook platform for language input, structured output, and communicative output activities was applied in experimental teaching to develop talk as transition, talk as interaction and mediation, and talk as performance. The results of the quasi-experiment (students’ speaking performance) were assessed in the form of the post-test with the data being analysed and interpreted based on descriptive and inferential statistics (independent samples t-test) by means of SPSS. The results revealed higher achievement scores of the experimental group in comparison to the control group in terms of expanding vocabulary, increasing English grammar literacy, developing interactive skills, discourse management, and pronunciation. The survey administered to find out the learners’ impressions of the successfulness of the FB-assisted activities revealed their overall positive attitude to the new methodology and usefulness for the development of all speaking qualifications checked.

Social Media Benefit for Advancing Language Ability in E-learning Environment: A Systematic Literature Review

“…Researchers tend to apply social media in language learning, especially foreign languages [13], [15], [16], [21], [22], [26], and second languages [2], [14], [23], [24]. This result shows that learning a foreign language and then a second language is the researchers' focus in using social media.…”

“…However, this descriptive research needs to be strengthened by empirical intervention research to prove the concrete benefits of social media in second language learning. In this regard, empirical intervention studies found that the dominant social media platforms used were Facebook, WhatsApp, and Youtube [2], [15]- [20]. This result shows that those three platforms are popular in virtual communication in the community and are also widely used in language learning.…”

“…As many as 58Utilizing social media in e-learning or blended learning is essential for overcoming all challenges in the new learning environment. Thus, creative methodological designs allow teachers and students to adapt to changing circumstances [2]. It is because social media can create a more flexible, dynamic, and inclusive communication situation to improve the quality of learning [3]- [5].…”

Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review

“…The skills or competencies required may be generic or specific. On the one hand, to face the challenges demanded by a changing and uncertain world, students need to develop generic competencies during their studies (Mykytiuk et al, 2022). On the other hand, today's companies require a workforce with specific competencies to perform increased complexity tasks (Marchi et al, 2019).…”

Real Country Experiences: On-line Teaching in Wartime after Pandemic in Ukraine

“…The second one describes lockdown experience. The teaching and learning experience in some countries as Ukraine [22], Turkey [3], Ecuador [8], Nigeria [17], [25], [36], Philippines [24], Colombia [34], India [11], Thailand [38], Vietnam [26] and the United Arab Emirates [13], Mexico [2] is shown. Nevertheless, there are some gaps need to be filled in order to solve the hottest teaching and learning problems.…”