The use of social networking and learning management systems in English language teaching in higher education

Dogoriti, Evriklea; Pange, Jenny; Andérson, Gregory S.

doi:10.1108/cwis-11-2013-0062

Cited by 53 publications

(51 citation statements)

References 17 publications

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“…In this context, this finding is consistent with Lie (2013) that using online social network like Edmodo, students can improve their writing skills precisely through the process of giving response. In addition, the finding in general is also in compliance with Dogoriti et al (2014) showing the usefulness of social media as an adjunctive instructional tool which can facilitate the development of students' language skills, reinforced their cognitive skills and supported an active learning environment.…”

Section: Discussionmentioning

confidence: 63%

The Effect of Edmodo on Students’ Writing Skill in Recount Text

Fauzi

2017

International Journal of Pedagogy and Teacher Education

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This study investigates the effect of Edmodo on students' writing skill in recount text. The participants of the study were 9 students of Excellent Class of a Senior High School in Tulungagung, Indonesia. A pre-experimental study was employed as the research design to investigate the effectiveness of Edmodo in recount writing instruction. Following the research design, the students participated as both experimental and control groups. They did pretest at the beginning of this study, received treatment, and did posttest at the end of the study. The finding of the study revealed that the null hypothesis could be rejected. The convention to reject the null hypothesis is that when the p-value of the obtained statistics is less than 0.05. The finding showed that p-value was less than 0.05 (0.006<0.05). Referring to the data, there was enough evidence indicating that the null hypothesis could be rejected, and thus it could be concluded that using Edmodo was effective to teach recount text. This study attempts to contribute to the improvement of teaching writing by maximizing the use of ICT tools. Using Edmodo, both students and teachers can have a safe online environment to conduct more effective and sustainable teaching and learning process.

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Section: Discussionmentioning

confidence: 63%

The Effect of Edmodo on Students’ Writing Skill in Recount Text

Fauzi

2017

International Journal of Pedagogy and Teacher Education

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“…Other studies underlined that Facebook offers an alternative informal environment with flexible teaching and learning, and it increases students' interest and motivation (Dogoriti, Pange, & Anderson, ; Wichadee, ; Yen, Hou, & Chang, ). Compared with traditional LMS, Facebook appears to provide the opportunity to manage students' participation issues (Albayrak & Yildirim, ; Meishar‐Tal, Kurtz, & Pieterse, ) and to reduce obstacles like a lack of familiarity with LMS (Harmon, Alpert, & Histen, ).…”

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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“…One final significant observation in the literature review is that both students and teachers made reference to the prospect of interaction SN offer (Aydın, 2017;Dogoriti et al, 2014;Razak et al, 2013). For instance, Aydın (2017) found that Turkish EFL students perceive Facebook as an environment for interaction, socialization, language learning and cultural encounters.…”

Section: Social Network In Second Language Learning Contextsmentioning

confidence: 99%

İngilizce Öğretmeni Adaylarının Sosyal Ağları Öğrenme ve Öğretme Amaçlı Kabul ve Kullanımı

Bağcı¹,

Atar²

2018

Kuramsal Eğitimbilim

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Online learning opportunities provide students with a chance to have education regardless of time and space. Accordingly, pre-service teachers should be familiar with the use of social networks for both their own learning and also for teaching purposes. In this way, they can utilise social networks efficiently to improve their teaching and the first step in this is the acceptance and attitudes. Accordingly, this study aims to unearth pre-service English teachers' acceptance and use of online social networks for teaching purposes. 140 pre-service English teachers studying at two state universities in Istanbul and Sakarya in the academic year of 2017-2018 make up the participants. The participants are selected through convenience sampling. As for data collection, The Scale of Acceptance and Use of Social Networks for teaching Purposes, developed by Kuzu-Demir and Akbulut (2017), was used. The data collected through this scale was analysed using percentage, frequency, independent sample t-test and variance analysis. The findings show that the acceptance and use of social networks for teaching purposes is high and the participants have a high acceptance for the use of them for teaching purposes. Moreover, the level of acceptance for 3 of the subcomponents (performance expectancy, effort expectancy and behavioural intention) are found to be high while it is medium for social influence. ÖZ:Çevrimiçi öğrenme imkanları öğrencilere zaman ve mekân sınırı olmaksızın eğitim alma şansı sağlar. Dolayısıyla, öğretmen adayları sosyal ağları hem kendi öğrenmeleri için hem de öğretme amaçları için kullanmaya aşina olmalıdır. Bu şekilde, onlar kendi öğretme becerilerini geliştirebilirler ve bunun ilk aşaması da kabul ve tutumlardır. Bu yüzden, bu çalışma İngilizce öğretmen adaylarının sosyal ağların öğretim amaçları için kullanım ve kabulünü araştırmayı hedeflemektedir. İstanbul ve Sakarya'da iki devlet üniversitesinde 2017-2018 akademik yılında eğitim alan 140 İngilizce öğretmen adayı bu çalışmanın örneklemini oluşturmaktadır. Katılımcılar elverişlilik örnekleme yöntemi ile seçilmiştir. Veri toplama Kuzu-Demir ve Akbulut'un (2017) geliştirdiği "Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kabul ve Kullanımı Ölçeği" ile yapılmıştır. Bu ölçek ile elde edilen veriler yüzde, frekans, bağımsız örneklem t-testi ve varyans analizi aracılığıyla analiz edilmiştir. Bulgular sosyal ağların kabul ve kullanımının yüksek olduğunu ve katılımcıların öğretim amaçlı sosyal ağ kullanımını olumlu bir şekilde kabul ettiğini göstermiştir. Ayrıca, kabul seviyesinin üç alt başlık (performans beklentisi, çaba beklentisi ve kullanma niyeti) için yüksek seviyede olduğu sosyal etki için ise orta seviye olduğu bulunmuştur.Anahtar kelimeler: sosyal ağlar, çevrimiçi öğrenme, teknoloji, İngilizce öğretmen adayları.

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The use of social networking and learning management systems in English language teaching in higher education

Cited by 53 publications

References 17 publications

The Effect of Edmodo on Students’ Writing Skill in Recount Text

The Effect of Edmodo on Students’ Writing Skill in Recount Text

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

İngilizce Öğretmeni Adaylarının Sosyal Ağları Öğrenme ve Öğretme Amaçlı Kabul ve Kullanımı

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