Utilising social networking sites to improve writing: a case study with Chinese students in Malaysia

Vikneswaran, Thulasi; Krish, Pramela

doi:10.1080/1475939x.2015.1030441

Cited by 25 publications

(24 citation statements)

References 10 publications

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“…Although no significant improvements regarding lexical richness and grammatical accuracy were present, Japanese EFL learners in the experimental group were found to make meaningful progress on each assessment test in terms of writing fluency while there was no significant improvements in the control group. This finding conforms to the research conducted by Vikneswaran and Krish (2016), who found that Facebook promoted writing fluency of Chinese ESL students largely thanks to the contributions and discussions of ideas on the private group page.…”

Section: Theme 1: Practicing Multiple Language Areas and Literaciessupporting

confidence: 91%

A Critical Review of Research on Social Networking Sites in Language Teaching and Learning

Solmaz

2018

CONT ED TECHNOLOGY

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The current study aims to present a critical analysis of research on social networking sites (SNSs) in second language teaching and learning (L2TL) context. Twenty-two studies published from 2011 to 2017 were included in the analysis through the selection criteria devised by the researcher. The descriptive analysis reveals that Facebook was the most commonly explored medium, and more than half of the studies featured English language learners in various levels. Following the content analysis of the studies, the emerging aspects of the literature review are treated under five overarching themes: practicing multiple language areas and literacies; authenticity and negotiation of meaning through interaction; development of intercultural competence and socio-pragmatic awareness; membership in L2 communities; and (re)construction of identities. Following an account of pedagogical considerations such as the dynamics of classroom, technical features, and various cultural uses of the SNSs, the study concludes with suggestions and directions for future research in regards to the incorporation of SNSs such as Facebook and Twitter into L2 classrooms.

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Section: Theme 1: Practicing Multiple Language Areas and Literaciessupporting

confidence: 91%

A Critical Review of Research on Social Networking Sites in Language Teaching and Learning

Solmaz

2018

CONT ED TECHNOLOGY

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“…This connection especially applied to the study of foreign languages, where students felt more comfortable in writing and participating in online discussions. Burdens of grammar, spelling and vocabulary would be eased, as students felt they were not judged and could learn from their mistakes (Vikneswaran & Krish, ).…”

Section: Informal 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

159

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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“…On the other hand, the researchers mentioned in their studies (Evans, 2014;Lee et al, 2016;Menkhoff et al, 2015;Suthiwartnarueput & Wasanasomsithi, 2012;Van den beemt et al, 2019;Vikneswaran & Krish, 2016) that there are effects in influencing social media. This current study is existing research repeatedly focused on one aspect: social media in general in all the subjects' science and math.…”

Section: Discussionmentioning

confidence: 99%

“…A significant consequence is the use of social media, and Facebook in particular, to write lessons and language courses. Studies based on writing and language have shown increased student outcomes and engagement by using social media as learning resources (Lee, Koo, & Kim, 2016;Suthiwartnarueput & Wasanasomsithi, 2012;Van den beemt et al, 2019;Vikneswaran & Krish, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region

Bsharat

Behak

2021

panyonara

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Writing skills play a crucial role in this modern world, and one must develop these skills to excel in teaching-learning processes. Therefore, writing becomes one of the most important abilities of all four language skills to communicate effectively in this global environment. Since English is commonly used throughout the world, learners need to acquire their writing skills to be effective in their respective fields. The teachers have to consider and seek to incorporate different teaching methods, especially social media, during these challenging times with the presence of COVID 19. This study aimed to find out the influence of social media on Palestinian secondary schools' English writing skills from teachers' perspectives in the Jenin region, and also the influence of (gender, academic qualification, and years of experience) variables in the influence of social media on Palestinian secondary school's English writing skills from teachers' perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary schools English language teachers who will select randomly in the scholastic year (2019-2020). Thus, the researcher adopted the descriptive-analytic approach (quantitative method). The results show that a negative influence of social media on Palestinian secondary schools students' English writing skills

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Utilising social networking sites to improve writing: a case study with Chinese students in Malaysia

Cited by 25 publications

References 10 publications

A Critical Review of Research on Social Networking Sites in Language Teaching and Learning

A Critical Review of Research on Social Networking Sites in Language Teaching and Learning

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

The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region

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