Undergraduates Student Perceptions’ of Social Networking Sites to Improve English Writing Skills in Malaysia

Azlan, Nurul Afifah Binti; Yunus, Melor Md

doi:10.26803/ijlter.19.3.18

Cited by 9 publications

(10 citation statements)

References 23 publications

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“…Mobile Facebook usage effectively reduces writing errors, particularly morphological ones, and enhances language learning and writing proficiency across linguistic dimensions. This finding is consistent with the results obtained from studies of learners on SNSs [7], [43], [44], [45], [46], [47]. Additionally, [29] supports the findings and states that Facebook on mobile has the potential to enhance and enrich the learning of the English language for undergraduate students in Malaysia.…”

Section: Discussionsupporting

confidence: 90%

Analyzing Facebook Mobile Usage: Efficacy and ESL Learners’ Writing Proficiency

Alam,

Usama,

Hameed

et al. 2024

Int. J. Interact. Mob. Technol.

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Facebook has leveraged rapid technological and societal changes over the past decade and has emerged as the largest social networking platform. However, research on Facebook has been limited, particularly when examining its potential to improve English as a second language (ESL) writing in comparison to a control group. The study aims to explore the morphological, syntactic, and orthographical aspects of ESL writing through an experimental group [N = 30] using Facebook on mobile and a control group [N = 30] with a traditional teaching approach. The experimental and control groups undergo observation through twice-weekly, in-class-focused free writing sessions for 10 weeks. The progress of the learners’ writing was tracked using pre- and post-tests to assess its impact. The analysis of variance (ANOVA) test revealed that the experimental group made more significant advancements in writing by reducing morphological, syntactic, and orthographical errors compared to the control group. These results validate previous studies that support the use of Facebook on mobile devices in ESL courses and emphasize the need for further research comparing Facebook with other writing platforms.

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Section: Discussionsupporting

confidence: 90%

Analyzing Facebook Mobile Usage: Efficacy and ESL Learners’ Writing Proficiency

Alam,

Usama,

Hameed

et al. 2024

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…Examples 7 and 8 above are also too long and wordy, as such, could confuse those students with a weaker comprehension of the English language. The evidence has been shown before from the studies by Bethel (2016), Magableh and Abdullah (2020) and Nurul and Yunus (2020). By implication, students could experience problems in interpreting the question into accurate graphical work.…”

Section: Documentary Analysis: Language Demands In Mathematics Educationmentioning

confidence: 85%

“…The relevant language is a key in which children from the dominant class internalize during primary socialization and they use it to unlock the message transmitted in the classroom (Haralambos & Holborn, 2008). Children with high socioeconomic backgrounds have a linguistic advantage which they will use in learning (Nurul & Yunus, 2020). These studies note that in English speaking nations, those students from affluent background have an advantage in that they are fluent in the English Language which is also a language of instruction.…”

Section: Language and Access To Mathematics Education In Rural Contextsmentioning

confidence: 95%

Rurality and Exclusion in Ordinary Level Mathematics in Zimbabwe: A Document Analysis

Vurayai

2020

IJLTER

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This conceptual paper fuses literature review and document analysis in examining the nexus between rurality and social exclusion in Ordinary level mathematics education in Zimbabwe. The paper utilizes Bourdieu's cultural capital theory to examine the content and context of mathematics problems in textbooks and examinations focusing on language and cultural experiences. Globally, rural education has been neglected and Zimbabwe is no exception. I argue that the role of nonmaterial deterrents like lack of cultural and language capital in achievement in mathematics education has not been accorded due attention. I conclude that the context of mathematics problems in textbooks and examinations is alien to rural learners. The readability of textbooks is also beyond the reach of many rural learners. I recommend that the mathematics curriculum should be inclusive of the diverse cultural experiences of learners and the language used should be intelligible to all. The mathematics educators and related stakeholders should know that every child is capable of doing mathematics hence all forms of social closure should be eradicated.

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“…Integration of social media platforms (John & Yunus, 2021;Yunus et al, 2019) and innovative digital tools (Didi, 2019;Maqbool et al, 2020;Nair & Yunus, 2021;Wong & Yunus, 2020) cater to diverse learning needs, while gamification, mobile learning, and interactive quizzes deepen our understanding of technology's role in language acquisition (Govindasamy et al, 2019;Halim et al, 2020;Lukas et al, 2020;Ni et al, 2020;Rafiq et al, 2021;Rajendran & Yunus, 2021;Shin & Yunus, 2021). Perceptions of social networking among undergraduates (Azlan & Yunus, 2020), preparedness for employment (Rahman et al, 2023), and learner empowerment strategies (Teng & Zhang, 2020) all impact LLS. Additionally, Second Language Acquisition (SLA) methods, as elucidated by , empower students to tailor their learning journey to their styles and objectives.…”

Section: Introductionmentioning

confidence: 99%

Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency

Khamis,

Yunus,

Mansor

2024

IJLTER

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Proficiency in English as a second language (TESL) and effective cross-cultural communication skills are paramount for future educators. This study investigates the language proficiency learning strategies and motivations of TESL students in engaging with English communications beyond the classroom. This aspect is frequently underestimated in Malaysian educational contexts. Employing a phenomenological approach, qualitative interviews were conducted with 13 TESL practicum students at a Malaysian public university, selected through purposive sampling to ensure diversity in backgrounds and experiences. The study spanned from August 2021 to August 2023, totalling 2 years. The duration of each interview ranged from 45 minutes to 2 hours. Thematic analysis of interview transcripts using NVivo software unveiled significant themes such as using audio-visual materials, leisure reading, note-taking, self-speaking practice, music listening, teaching and learning, gamification, and football commentary. The implications of these findings extend to TESL students, academic researchers, English teachers, and higher education institutions, suggesting avenues for further research to enrich language proficiency and communication skills among TESL students. Integrating these strategies into language education curricula is essential for fostering effective communication skills among future educators, thereby contributing to the advancement of educational practices in Malaysia and beyond.

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Undergraduates Student Perceptions’ of Social Networking Sites to Improve English Writing Skills in Malaysia

Cited by 9 publications

References 23 publications

Analyzing Facebook Mobile Usage: Efficacy and ESL Learners’ Writing Proficiency

Analyzing Facebook Mobile Usage: Efficacy and ESL Learners’ Writing Proficiency

Rurality and Exclusion in Ordinary Level Mathematics in Zimbabwe: A Document Analysis

Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency

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