How SNS Mediates EFL Adolescent Learners in Language Learning – From Learners' Perspectives

Abstract

Abstract-Abundant studies have shown that incorporating SNSs (social networking site) brings positive effects on language teaching and learning and enhances learners' learning spirit, interactions as a whole.However, a large body of the research focused mainly on tertiary education. Adolescents' perspectives are often neglected. To fill the interstice, this mix-method research was conducted in 2012 to examine how a group on a SNS assists 9 EFL adolescent learners' English learning. The two research questions were as follows: 1) How does participation in a group on Facebook assist adolescent EFL learners in language learning? 2) How do adolescent EFL learners perceive the role of this group in language learning?Data of the study were collected from, 1) on-line questionnaires, 2) group interviews, and 3) SNS postings and responses. The results obtained from the questionnaires show that 56% of the participants consider the existence of this group beneficial and 89% of the participants hold positive perspectives toward this group. The data obtained from the group interviews show that the participants perceive this group as a social bond and the extension of the classroom. Implications of this study were also discussed at the end of the paper.

Facebook Activities and the Investment of L2 Learners

“…The participants were interested in interest-based topics such as entertainment, grammar and the university. Chen (2016) advocates that since many instructors use Facebook language learning is their classes, the lack of effective pedagogies of teaching English language on Facebook is worrying to ensure the efficacy of learning English on Facebook.…”

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

“…Nevertheless, there are some studies indicated that students felt reluctant to engage Facebook-based activities because uploaded contents were unhelpful and irrelevant to the topics they concerned (Kasuma & Wray, 2015) [104] or Chen (2016) [105] discussed that there were not effective methodologies were delivered to all students on the Facebook group by English teachers.…”