The use of technology in informal English language learning: evidence from Yemeni undergraduate students

Abstract

Purpose This study aims to explore the use of technology-based strategies by Yemeni undergraduate students to develop their English as a foreign language skills in informal learning settings. Design/methodology/approach A mixed methods research design was used to collect quantitative and qualitative data from 110 undergraduate students enrolled at the English Departments in two universities in Yemen. In the first phase of the study, 10 students were interviewed to obtain information about their use of technology to develop their English language skills and subsystems in informal settings. Following the analysis of the interview data, a questionnaire was built to collect quantitative data, and the second phase of the study was carried out with 100 undergraduate students. Findings The findings revealed that students developed four technology-based strategies that they used in informal settings. These strategies included using social media, being inspired by someone, accessing social networks and websites. Students reported that these strategies helped them develop their listening, speaking and reading skills, while they also reported that their vocabulary was enhanced over grammar and pronunciation. Research limitations/implications The study findings can be of benefit not only for helping to raise students’ awareness of informal learning strategies to develop their English skills outside the classroom but also for teachers to rethink the importance of integrating technology tools and digital resources in their teaching practice. The results could also guide curriculum designers to augment textbook materials by integrating technology-based informal learning strategies. Originality/value This is the first study on this topic conducted in the context of higher education in Yemen and offers unique insights into informal learning practices of Yemeni students. In addition, the findings of the study open new dimensions for rethinking the classification of language learning strategies to include those that are technology-based and mainly useful for independent informal learning.

WhatsApp as a Supporter Tool in Language Learning: A Study of Saudi EFL Learners’ Perceptions

“…La Hanisi et al (2018) showed that students used WhatsApp in their formal learning which positively impacted their attitudes because of its ease of use and interest for the students. Bin-Hady and Al-Tamimi (2021) found that social media platforms positively impacted the perceptions of Yemeni EFL learners and can be used in informal learning settings.…”

Social Media Platforms: Perceptions and Concerns of Saudi EFL Learners

“…This fact cannot be stressed enough. The use of social networking sites by students in their second cycle of education is currently at an all-time high in terms of popularity (Alghamdi et al, 2021;Allam & Elyas, 2016;Alshabeb & Almaqrn, 2018;Bin-Hady & Al-Tamimi, 2021;Haque & Al Salem, 2019;Sharma, 2019;Slim & Hafedh, 2019). It teaches modern learners how to connect with peers not just in college but also off-campus, such as in the surrounding community.…”

“…Social media networking is the technique of communication that is most often employed and used by people irrespective of their backgrounds in the contemporary world. Many studies have clearly established that students have a positive attitude toward social media use in education (Alghamdi et al, 2021;Bin-Hady & Al-Tamimi, 2021). In addition, several online networking platforms such as Flickr, Google+, Snapchat, YouTube, Tumblr Facebook, Facebook, Twitter, and Twitter, have added to a new dimension to educational technology expanding the horizons of online networking sites (Kumar et al, 2020).…”

The EFL Learning Process: An Examination of the Potential of Social Media

“…Social media also makes conversations and interactions possible between two or more people. Social networking sites like Google, Twitter, YouTube, Facebook, and LinkedIn hold a great deal of promise to help students learn online by helping them access information they can use to enrich, develop, edit, and sharpen their knowledge (Bin-Hady & Al-Tamimi, 2021;Gaytan, 2013). With the rapid development of technology and the meteoric popularity of social media, there are diverse opportunities today to evaluate learning and inspire learners (Bin-Hady et al, 2020;Gikas & Grant, 2013).…”