Impact of the educational use of Facebook group on the high school students’ proper usage of language

Karal, Hasan; Kokoç, Mehmet; Çakır, Özlem

doi:10.1007/s10639-015-9428-y

Cited by 18 publications

(21 citation statements)

References 42 publications

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“…The first thrust of research on Facebook as a learning environment for language pedagogy is on enhancing students' general language proficiency. Although some of these studies (i.e., AbuSa'aleek, ; Kabilan, Ahmad, & Abidin, ; Kao & Craigie, ; Naghdipour, ; Shih, ) used Facebook as a learning management system (LMS), others used a specific Facebook feature, such as Facebook group (i.e., Karal, Kokoc, & Cakir, ) and Facebook page (i.e., Akbari, Pilot, & Simons, ) to realize their aim of improving students' overall language proficiency. In his one‐group pretest–posttest design study, Shih () attempted to integrate Facebook into a business communication course and found a significant improvement among students.…”

Section: Resultsmentioning

confidence: 99%

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Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Barrot

2018

Computer Assisted Learning

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The increasing popularity of Facebook has prompted scholars and educators to explore its potentials as a learning environment for various fields of education. Along this line, several reviews of literature have been written about the educational use of Facebook; however, none of them have focused on a specific field of interest such as language pedagogy. Thus, this paper defines the contour of scholarly literature on Facebook as a technology-enhanced learning environment in language teaching and learning. Using Scopus database as a source, 41 scholarly documents were retrieved and analysed. The demographics of the selected studies show that most of the published research came from Asia and were conducted in the higher education context. In terms of foci of interest, most of the studies focused on developing students' general language proficiency and productive skills. Although a great majority of the studies relied on self-report data and preexperimental research, the current literature suggests the viability of integrating Facebook into language pedagogy.Suggestions for future studies are discussed.

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Section: Resultsmentioning

confidence: 99%

“…The next two studies explored specific Facebook features as a tool for language learning. Karal et al () investigated how Facebook groups helped in developing students' proper use of language. In these groups, students did their assignments, such as online discussions, compositions, poems, and vignettes.…”

Section: Resultsmentioning

confidence: 99%

Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Barrot

2018

Computer Assisted Learning

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“…While adopting Facebook because of its popularity and familiarity among young people is related to Facebook's appeal for new generations of learners, several pedagogical reasons justified the educational use of Facebook in a formal learning setting. A number of studies emphasized that Facebook provides students with an educational tool that enables peer feedback, communication, discussion and learning, and facilitates collaboration and learners' construction of knowledge through social interaction (Acar, ; Alias et al, ; Chen, ; Gregory, Gregory, & Eddy, ; Güler, ; Hou et al, ; Karal, Kokoc, & Cakir, ; Kurtz, ; McCarthy, ; Miller, ; Öztürk, ; Puhl, Tsovaltzi, & Weinberger, ; Sipacio, ; Wang et al, ; Wu et al, ).…”

Section: Formal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

158

117

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This study provides an updated critical review of the literature on Facebook as a technologyenhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordancesmixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebookformal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI)to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

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“…However, the research field so far is predominantly informed by studies departing from existing educational structures of language learning, which implies a focus on assessing, grading, making a certain amount of postings and comments mandatory for the student etc. with an interest in studying particular linguistic features such as vocabulary or grammar (e.g., Blattner and Lomicka 2012;Karal et al 2017; for an overview see Manca and Ranieri 2013). In the light of this, the aim of this study is to gain insights into the multifaceted nature of communication on the social web by taking a more sensible and open exploratory approach on students' language use on social media as part of the specific linguistic activities of second language learning, including development of sociopragmatic competence.…”

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confidence: 99%

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Lantz-Andersson

2017

Educ Inf Technol

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The aim of this study is to gain insights into students' language use on social media as part of the specific linguistic activities of second language (L2) learning, including development of sociopragmatic competence. Two Facebook groups were introduced in different English-as-L2 classes that were part of an international collaborative project comprising secondary schools in Colombia, Finland, Sweden and Taiwan. The study is theoretically grounded in sociocultural perspectives on learning, and the methods involve logging the students' linguistic interactions in the social media groups. The analysis of the empirical material explored how the students framed the activities by different types of keying in their choice of linguistic repertoires. The findings show that the social media context offered a casual space for communication in which the students, by attentively attuning to the local coordinated framing, used diverse linguistic repertoires to play with the language. In instances of upkeyed framings, the language play was not only used with pragmatic intentions, but also as a means for various socializing purposes. In conclusion, it is suggested that language play on social media can be seen as a valuable activity in developing sociopragmatic competence to prepare students for L2 use outside of school.Keywords English as second language learning . Social media . Language play . Framing . Keying . Sociopragmatic competence Social media has only been around for the last few decades and, from an historical perspective, it can be seen as a fairly new area for communication. Nonetheless, it is already an essential dimension of many people's daily activities (Erstad and SeftonGreen 2013) and therefore also of importance for education (e.g., Greenhow and Askari 2015). In social media spaces, English has become the dominant language, serving as Educ Inf Technol (2018) 23:705-724

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Impact of the educational use of Facebook group on the high school students’ proper usage of language

Cited by 18 publications

References 42 publications

Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

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