Social Media: An Optimal Virtual Environment  for Learning Foreign Languages

Faizi, Rdouan; Afia, Abdellatif El; Chiheb, Raddouane

doi:10.3991/ijet.v9i5.3911

Cited by 29 publications

(20 citation statements)

References 2 publications

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“…It is therefore central to the development of students' critical thinking skills. Students' usage of the web-based applications has enhanced all of their language skills including reading, listening, speaking, and writing; thus social media is seen as the optimal virtual environment for language acquisition (Faizi, El Afia, & Chiheb, 2014). On the other hand, four active participants, did not improve in their language skills, but felt a boost of self-confidence to use English in more public spaces.…”

Section: 24mentioning

confidence: 98%

Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences

Kasuma

2017

ALLS

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This paper identifies Malaysian university students’ needs and preferences for online English language activities on a Facebook group that supports their formal learning. Two methods of data collection were employed; content analysis of the Facebook interactions, and semi structured interviews. Four main learning preferences or characteristics of online activities are identified; a) teacher-led activities (tasks and learning content provided by teachers), b) teachers’ presence (one or two authority figures to facilitate learning and keep group lively), c) topics or content (entertainment-oriented, grammar quizzes, opinion-based discussions), d) structure of the group (optional and ungraded). The passive participants found the activity beneficial in improving their online communication ability, while the more active participants felt a boost of confidence to use English in a more public space like Facebook. The findings indicate that the students are in need of technological changes in learning, but are dependent on teachers’ instructions to initiate the process. They exert selective interests in learning topics and content, and demonstrate partial autonomy in negotiating the online group’s structure. The theoretical and practical implications, and recommendation for future research are briefly presented.

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Section: 24mentioning

confidence: 98%

Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences

Kasuma

2017

ALLS

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“…Research shows that students recognize didactic use of Web 2.0 technologies (Faizi et al, 2014;Lai et al, 2017;Steel & Levy, 2013;Wang & Vasquez, 2012) and actively use technological resources beyond their FL classroom environment. In a survey study with university students in Morocco, Faizi et al (2014) found that most of the respondents already use social media applications to enhance their four language skills: listening, speaking, reading and writing skills. Steel and Levy (2013) found that undergraduate FL students in an Australian university preferred to use discipline-specific technologies to acquire the basics of language.…”

Section: Kuznetsova and Soomromentioning

confidence: 99%

“…Chang, Pearman, and Farha (2012) highlight that the technological mediation of foreign language is beneficial for students who experience shyness and language barrier, and Web 2.0 allows learners engage with multiple native speakers in different contexts. Similarly, Faizi, Afia, and Chiheb (2014) propose that Web 2.0 technologies offer learners wider opportunities to practice their language and communication skills outside the formal learning environment. Among the returns of the use of online technologies in foreign language learning, Pop (2010) stresses "connectivity, diversity of experiences and needs, instant response and feedback", as well as a variety of modes of interaction and flexibility (P. 52).…”

Section: Introductionmentioning

confidence: 99%

Students’ Out-of-class Web 2.0 Practices in Foreign Language Learning

Кузнецова¹,

Soomro²

2019

JoEED

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The scholarship on foreign language (FL) learning and teaching shows various ways Web 2.0 technologies are used to promote and ease communication and gives access to and cultural exchange of information, which are the main purposes of language learning. Despite prolific examination of strategies and impact of Web 2.0 to enhance language learning, researchers have not yet sufficiently examined technology practices initiated by students themselves to support their FL experiences and the awareness of this use. The present study reports on the findings of an exploratory survey research project that investigated university students' activities to use Web 2.0 sites to support their FL learning and awareness of those practices. Moreover, the study attempts to analyze students' reported actions through the framework of 5 Cs (communication, comparison, communities, cultures, connections) of ACTFL (American Council of Teaching on Foreign Languages). The data collected from 137 FL students revealed that students are moderately engaged with Web 2.0 technologies in their FL learning practices and use such tools primarily for comparing the foreign language and culture to the native language and culture in different mediums. Video sharing and Social Networking were reported as favorite tools to support students' foreign language learning experience.

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“…It is therefore recommended that the design of virtual games be integrated into e-learning materials to improve its impact on multiple intelligence development. Social media is also a suitable avenue for e-learning materials since it has the most number of users in agreement to Faizi et al [15] who recommended online tools in distant, blended, or face-to-face language learning settings. Moreover, adding educational games to virtual e-learning materials will also add to its impact on learning.…”

Section: Conclusion and Recommendationmentioning

confidence: 56%

Impact of Digital Interaction to Multiple Intelligence

2018

Proceedings of 2018 the 8th International Workshop on Computer Science and Engineering

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The use of innovative learning materials in digital platform helps enhance learning as studies show that when more senses are involved the higher is the retention rate. With the release of diverse types of digital applications that users interact with, effect on the development of students particularly on their intelligences may differ. This study explores the impact of digital interaction on the multiple intelligences of students as presented by Gardner. Statistical analysis on respondents' multiple intelligence test scores based on Multiple Intelligence Developmental Assessment Scales (MIDAS) and respondents' digital interaction time was performed to determine the level of relationship between the two. Results show that all distinct intelligences has weak direct relationship with digital interaction time. Highest coefficient value is with visual-spatial and naturalistic has the least. Respondents were also categorized according to the type of digital application they mostly interact with. Statistical analysis on each of these categories shows that the coefficient values differ, such that, each of the distinct intelligences have weak direct relationship with social media and computer games interaction time, and a moderate direct relationship with e-learning materials. For VR games, there is a combination of strong, moderate and weak direct relationship among the distinct intelligences. With this, it can be concluded that the type of applications that users interact with is a significant factor in the development of multiple intelligences. A strategic combination of these types of applications is highly recommended to optimize its impact on the development of multiple intelligences.

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Social Media: An Optimal Virtual Environment for Learning Foreign Languages

Cited by 29 publications

References 2 publications

Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences

Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences

Students’ Out-of-class Web 2.0 Practices in Foreign Language Learning

Impact of Digital Interaction to Multiple Intelligence

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