Like or Tweet: Analysis of the Use of Facebook and Twitter in the Language Classroom

Miller, Alyssia; Morgan, William Justin; Koronkiewicz, Bryan

doi:10.1007/s11528-018-0341-2

Cited by 13 publications

(18 citation statements)

References 25 publications

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“…Erarslan (2019) states that social media is an effective media in supporting the teaching which is open, interactive, and social environment-friendly. It gives a positive impact on the students in their involvement in teaching and in improving their language skill (Kitchakarn, 2016;Miller, Morgan, & Koronkiewicz, 2019;Woods, Gomez, & Arnold, 2019). Li (2017) also mentions that social media can teach students to be independent in exploring learning materials.…”

Section: Socıal Medıa As Learnıng Medıamentioning

confidence: 99%

Blended learning innovation of social media based active English during the COVID-19 pandemic

2021

ilkonline

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This study aims to describe the implementation of blended learning innovation of social mediabased (sosmed-based) English teaching in improving students' active English skill during the Covid19 Pandemic. The innovation was made by implementing the Communicative Approach which integrated elearning platforms including Be-Smart, Zoom, and Google Classroom with social media (YouTube, Instagram, Facebook). The indicators of active English skill are: students' activeness, self-confidence, and creativity and innovation in producing and uploading the videos of English practice to the social media during English classes. This research used the qualitative approach with the case study type. The subjects were PTE students of classes 2A, B, C, and D, Faculty of Education, Yogyakarta State University in the academic year of 2019-2020. The subjects were one lecturer and eight students established by using the purposive sampling technique. This study was conducted from January to April 2020. The data were collected though observation, interviews, field notes, and documentation. The data analysis used the interactive analysis form Miles and Huberman. The result shows that the innovation of blended learning in sosmed-based active English class which used the Communicative Approach integrated e-learning platforms of Be-Smart, Zoom, and Google Classroom with social media (YouTube, Instagram, Facebook) could improve active English skill of the students in Covid19 pandemic. This can be seen from the students' activeness and self-confidence, creativity and innovation in producing and uploading the videos of English practice because they need a number of likes, views, and subscribers so it could naturally motivate them to do their best in order to improve their motivation and active English skill.

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Section: Socıal Medıa As Learnıng Medıamentioning

confidence: 99%

Blended learning innovation of social media based active English during the COVID-19 pandemic

2021

ilkonline

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“…The study of Volkova et al (2018) showed that “content and style” play an important role on Twitter, especially by the non-English language users. Similarly, Miller et al (2019) analyzed student performance of learning Spanish courses while integrating Facebook and Twitter. Many researchers have discussed the emergence and importance of hashtags on SNSs (Solmaz, 2017; Lomicka and Lord, 2016).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Facebook emerged as a platform where language learners spend much of their time; also, it plays an important role in the communication process of English language learners. It has been highlighted by several researchers that Facebook plays a significant role in the development of community and language learning (Blattner and Fiori, 2009; Mills, 2011; Blattner et al , 2016; Miller et al , 2019). There is no doubt that Facebook can substantially help language learners to enhance their knowledge and skills (Salameh, 2017) while communicating through hashtags.…”

Section: Review Of Literaturementioning

confidence: 99%

“…As social media activities have become common and part of a day-to-day routine, it has become a reason for educators' growing interest to use it for the improvement of language-learning processes and “as a pedagogical resource for the twenty-first-century language classroom” (Miller et al , 2019). Studies have mentioned that SNSs have encouraged a more social and informal type of communication (Jones, 2014) and provided chances to practice writing in the form of status updates, messages and comments (Prichard, 2013); it also allowed second language learners to reach native speakers and observe the target language with them (Perifanou, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Digital media users and Facebook hashtags' misinterpretations

Tariq

Sarfraz

Abbas

2020

OIR

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PurposeThis paper examines reasons of pragmatic functions' misinterpretation of three types of Facebook hashtags: long, short and multiple mixed hashtags.Design/methodology/approachFocus group interviews of 15 English language learners, who are also active users of Facebook and hashtags, are conducted. Thematic analysis is performed through the software Nvivo for arriving at reliable findings.FindingsThe findings show that unknown vocabulary in contents and lowercasing in long and short hashtags are major factors that cause misinterpretation. Also, the symbol of underscore and appropriate usage of upper and lowercasing of alphabets should be adopted in hashtag writing for the improvement in communication and successful conveyance of the intended meaning.Originality/valueThis paper contributes to the online hashtag writing style by finding reasons for the misinterpretations of different types of hashtags. Hashtags have been developed for adequate communication (Livingstone, 2012), but in Pakistan, hashtags are practiced as a “fashionable” trend and thus result in misinterpretation and inadequate communication among readers even of the same background (Tariq and Sarfraz, 2018). Moreover, this study focuses on the trend of hashtagging that is common among university students and particularly second-language learners because they are active users of Facebook and adopt the latest trends quickly.

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“…As social media platforms are easily accessed, they have become a popular medium through which people can exchange ideas and communicate with each other. Twitter, a popular microblogging site, is used to communicate with short messages (restricted to 280 characters) and has great potential in education (Harmandaoglu, 2012;Rossell-Aguilar, 2018;Miller, Morgan and Koronkiewicz, 2018). Tweets can be text, images or video clips and followers can show appreciation and interact by favouriting a tweet.…”

Section: Literary Reviewmentioning

confidence: 99%

Tweetez-Vous Francais?

Bell

Cahill

2019

telji

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We are living in the information age; our teaching and learning must adapt to this shift (Rosen, 2010). There are over 100 million active users posting over 500 million tweets a day which validates Twitter as an authentic and worthwhile place for literacy development. Twitter offers an educator the opportunity to connect a class to the outside world; it connects the students themselves to a diverse community outside the microcosm of the classroom. This study looks at students’ thoughts on the use of social media – namely Twitter – to enhance the learning of a second language in a post-primary French classroom in Ireland. A controlled group of fifth years students took part in the study. They submitted reflective diaries via email and interviews were conducted and recorded. The results of this study suggests that the use of Twitter in language teaching has a future, but has to be implemented properly and gradually.

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Like or Tweet: Analysis of the Use of Facebook and Twitter in the Language Classroom

Cited by 13 publications

References 25 publications

Blended learning innovation of social media based active English during the COVID-19 pandemic

Blended learning innovation of social media based active English during the COVID-19 pandemic

Digital media users and Facebook hashtags' misinterpretations

Tweetez-Vous Francais?

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