Integrating the use of social media for group collaboration in ESP classroom

Abstract

<span>The rapid development of information technology has been facilitated the change of how we communicate. With the mediation of technology, such as social media, there are no boundaries of time and distance to talk with others.</span><span> </span><span>This research aimed to report on the collaborative satisfactions and experinces of higher education students which occurred during completion in English as Specific Purposes class. To answer the questions, a set of questionnaire was distributed. The results showed that overall students showed a positive view of teamwork embedded through social media. This research tried to understand how students perceive collaboration and how they collaborate on learning tasks through the use of social media.</span>

Challenges and Opportunities to Collaborative Distance Learning in Esp Instruction

“…This includes their confidence in their ability to participate actively in online discussions, ask questions, provide feedback, and express themselves clearly in online environments. The integration of LMS with social media, mainly YouTube and others is also necessary to give new experience (Lailiyah & Putra, 2022) for students and to make them comfortable participating in online activities, build strong relationships with their peers and instructors, and benefit from collaborative learning opportunities.…”

“…Additionally, creating contingency plans for assignment submissions in case of technical difficulties could help alleviate the stress associated with potential disruptions. Such situation has been common a challenge in Indonesian context where internet coverage becomes a main barrier in implementing either online noncollaborative and collaborative learning such as those studied by Lailiyah & Putra (2022), Prasetyanto et al (2022), andFitria et al (2022).…”

Exploring the graduates’ perception of English language materials in Vocational High Schools

“…Kennedy (1983) stated that ESP is not only about the materials but also the teaching activities. Providing an interesting learning tool also proved to be significantly improved students' satisfaction in ESP classes (Lailiyah & Putra, 2022) and students' behavioral engagement (Afendi et al, 2020). In addition, the better textbook does not guarantee students to achieve better English performance.…”

Investigating dual roles as being a part-time and university student: A narrative inquiry an EFL student

“…Even though they are busy carrying out dual-roles simultaneously, students must also have motivation which is a motivating factor to become an EFL student to continue studying to attend college, namely the desire from oneself to master English because they think that graduating EFL students can lead them to a better future (Chalak & Branch, 2010). In addition to personal growth, the motivation to master English is often linked to the perceived societal and economic benefits associated with proficiency in the language (Iswatiningsih et al, 2023;Lailiyah & Putra, 2022). Students recognize that being proficient in English can significantly broaden their career op-portunities, increase their employability, and foster better communication (Fahmi et al, 2023;Wediyantoro et al, 2020) in a globalized world.…”