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How students perceived social media as a learning tool in enhancing their language learning performance

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Abstract

Social media like Facebook has been used for teaching and learning for quite some time. Since it allows for better participation in the learning activities, a fundamental English course at a private university integrated Facebook as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the assignments in order to improve their grammar knowledge and writing ability. This study investigated to see how students perceived Facebook in terms of ease of use, usefulness, and attitude toward the use of Facebook for doing the activities and examined whether these factors were correlated. The participants were 86 first-year students who took an English course in the first semester of 2015 academic year. This study employed the proficiency test and the questionnaire to collect data. The results reveal that overall mean scores of perceived ease of use and perceived usefulness were at a high level, and students had a positive attitude toward the use of Facebook for doing the activities. It was also found student learning performance was positively correlated with perceived usefulness of Facebook and attitude toward doing the activities in Facebook. The perceived ease of use had positive relationships with perceived usefulness of Facebook and attitude toward doing the activities in Facebook. Moreover, attitude was related to perceived usefulness while no relationship was found between perceived ease of use and learning performance. The concluding remarks suggested the possibility to integrate social media in future courses with an awareness of some factors that may facilitate or obstruct learning via online learning environments.

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... Based on Figure 1 below from Clement (2020) [10], Facebook has still kept the most widespread and frequently used social media around the world for long. There has been also a range of empirical studies conducted to elucidate the impacts of SNSs and Facebook worldwide in education such as Lafford (2009) [11], Kirschner & Karpinski (2010) [12], Junco (2012Junco ( & 2015 [13][14], Nkhoma, Cong, Au, Lam, Richardson, Smith, R., & El-Den (2015) [15], Kitchakarn (2016) [16], Akhiar, Mydin, & Kasuma, (2017) [17], Abrahim, Mir, Suhara, & Sato, (2018) [18], Adi & Ai (2019) [19], Nguyen ( 2019) [20], Avila, & Cabrera, (2020) [21], Puimom (2020) [22], Siddig (2020) [23], and Wongsa & Son (2020) [24]. (Clement,2020). ...
... Based on Figure 1 below from Clement (2020) [10], Facebook has still kept the most widespread and frequently used social media around the world for long. There has been also a range of empirical studies conducted to elucidate the impacts of SNSs and Facebook worldwide in education such as Lafford (2009) [11], Kirschner & Karpinski (2010) [12], Junco (2012Junco ( & 2015 [13][14], Nkhoma, Cong, Au, Lam, Richardson, Smith, R., & El-Den (2015) [15], Kitchakarn (2016) [16], Akhiar, Mydin, & Kasuma, (2017) [17], Abrahim, Mir, Suhara, & Sato, (2018) [18], Adi & Ai (2019) [19], Nguyen ( 2019) [20], Avila, & Cabrera, (2020) [21], Puimom (2020) [22], Siddig (2020) [23], and Wongsa & Son (2020) [24]. (Clement,2020). ...
... Then, the percentage would be found in Table 1 below. [79], and Kitchakarn (2016) [16] substantiated that Facebook is a friendly environment for language students to explore information. ...
... They also show that students who engage on online second/ foreign language learning exhibit higher performance and lower levels of anxiety (Pichette, 2009). It is reported that they are more comfortable to learn through social media since they use them daily and are already familiar with them (Kitchakarn, 2016). Similarly, Dudeney and Hockly (2007) declare that young generations no longer prefer traditional learning and teachers have no choice but cope with the recent technologies by creating and sharing materials and activities which are social media friendly (Cited in Laborda & Royo, 2007). ...
... And this may be one of the reasons why students are more attracted to it than other platforms. Kitchakarn (2016) supports this claim when stating that Facebook is one of the most popular social media platforms among learners because it makes communication easier and facilitates the process of learning independently or within groups gaining with that students' positive attitudes towards it and their favor when it comes to using it as a learning tool among other platforms. Similarly, Petosky (2014: 1) states that "teachers have to find out where the students are, and work from there. ...
... In the third question concerning the platforms that were used the most, all seven (N=07) of them used Facebook/ Messenger (Kitchakarn, 2016;Petosky, 2014;Statista, 2021;Espinosa 2015;Battouche, 2012). Five (N=05) also used YouTube; three (N=03) also used Instagram and two (N=02) also used WhatsApp along with Facebook/ Messenger (Statista, 2021). ...
Article
As of late 2019, the emergence of the high speed spreading Corona Virus (Covid-19) which later turned into a pandemic forced everyone to stay home in a seemingly unending quarantine. As a result, a lot of outdoor activities that represented our daily routine had to stop including going to school. However, soon after this new situation occurred, a lot of countries started coping with it by providing what is called distance learning at all educational levels. In the Algerian educational context, the use of the online platform offered by the Ministry of Education actively increased among students, but the lack of live interaction with teachers and the situation where the student is forced to sit and only receive posed many flaws on the process and made it difficult to proceed with this form of learning. To overcome this problem, the excessive use of social media among kids and teenagers was put to use by many teachers. It was an alternative and a way of non-formal learning to make the EFL teaching-learning process very much easier and more flexible and fun. This exploratory study aims at measuring the extent to which teachers in secondary schools use social media and interactive apps in the EFL teaching context during both regular and exceptional times, how they are used and what outcomes are expected, the goals that are achieved and the obstacles that are faced. A mixed method of data gathering and analysis was adopted through distributing a questionnaire to a number of secondary school teachers in El Meghaier, Algeria. The results show that social media platforms are not fully benefited from as informal teaching tools. The reason is not due to teachers' ignorance of how these tools work, but other concerns on the part of teachers.
... The reported preferences reflect a shift towards -e-homework‖ and social constructivist learning. Students favored Facebook homework over paper-based homework (which was illustrated by questionnaire data and a relatively high mean participation -9.5 from a possible 11) and agreed that ease of use, convenience, media richness, collaboration, and social bond are its main benefits [36], [37]. ...
... Ease of use was seen as the major one. Most students accessed Facebook homework via portable devices (smartphones and tablets) and found making posts easy [36], [37]. This contributed to the perceived usefulness of Facebook groups which in turn positively influenced language learning performance [37]. ...
... Most students accessed Facebook homework via portable devices (smartphones and tablets) and found making posts easy [36], [37]. This contributed to the perceived usefulness of Facebook groups which in turn positively influenced language learning performance [37]. ...
Article
The paper aims to find out the outcomes of homework and bonus activities on Facebook through three categories, namely “participation”, “preference”, and “convenience”. University students (N=34) participated in this research which was conducted in the “English for Academic Purposes 1” course taught by the author. The case study uses statistical data from our Facebook study group and qualitative data from student diaries. The results indicate a moderate-to-high students’ participation in Facebook assignments and that participation in these activities is influenced by reward, effort, study environment, and workload from other subjects. The findings also show that students prefer collaborative tasks. Furthermore, Facebook homework is viewed as more convenient than traditional paper-based homework due to time-space independence, familiarity of the platform, and the ability to save time.
... Facebook is a commonly used example of web 2.0 technology and social networking service. It is currently used by millions, and an increasing number of classroom teachers are utilizing it as well (Al Mubarak A. A., 2016;AlSaleem, 2018;Kitchakarn, 2016;Mills, 2011;Omar, Embi, & Yunus, 2012). Many people have a positive impression of Facebook because of the company's efforts to improve schools (Baldwin, 2014;Gamble & Wilkins, 2014;Kitchakarn, 2016). ...
... It is currently used by millions, and an increasing number of classroom teachers are utilizing it as well (Al Mubarak A. A., 2016;AlSaleem, 2018;Kitchakarn, 2016;Mills, 2011;Omar, Embi, & Yunus, 2012). Many people have a positive impression of Facebook because of the company's efforts to improve schools (Baldwin, 2014;Gamble & Wilkins, 2014;Kitchakarn, 2016). Therefore, this social media tool has been implemented to improve and facilitate second language learning amongst pupils (Locyker & Patterson, 2008;Nakatsuka, 2009). ...
... Facebook's functionality and user-friendliness make it an excellent learning platform. Students can use it as a resource for learning outside of traditional classroom settings (Kitchakarn, 2016). Facebook is a powerful catalyst for learning and may be used as a learning improvement tool to promote constructivism and authentic learning in online settings (Toland, 2013). ...
Article
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Orang merasa bahwa teknologi web 2.0 dan situs jejaring sosial (SNS), khususnya Facebook, sangat erat kaitannya untuk digunakan dalam program pendidikan sebagai sarana pembelajaran, terutama untuk tujuan belajar mengajar bahasa Inggris. Sebaliknya, telah dilihat sebagai cara bagi siswa untuk melengkapi pendidikan formal mereka dengan melakukan penelitian dan membaca artikel di luar kelas. Yang Saya Suka Tentang Facebook, bisa buat grup belajar, Dr Grammar contohnya. Ini adalah grup Facebook untuk pelajar yang ingin belajar tata bahasa Inggris. Studi ini mengeksplorasi Facebook dan pembelajaran bahasa dalam konteks pengalaman pembelajar dalam belajar tata bahasa Inggris menggunakan Dr. Grammar. Mengadopsi pendekatan studi kasus kualitatif, melibatkan enam belas peserta yang mendaftarkan Dr. Grammar melalui kuesioner dan wawancara. Tanggapan terhadap butir-butir skala Likert dianalisis dengan menggunakan persentase tanggapan frekuensi, sedangkan untuk menghasilkan analisis yang lebih mendalam digunakan wawancara semi-terstruktur untuk mendapatkan tanggapan peserta. Hasil penelitian menunjukkan bahwa peserta didik mengalami sikap positif terhadap grup Facebook dalam pembelajaran grammar melalui Dr. Grammar. Penelitian ini menyarankan bahwa peserta didik harus mampu untuk tidak bergantung pada guru itu sendiri, mereka diperbolehkan untuk belajar dan mengeksplorasi penggunaan teknologi dan jejaring sosial dalam menumbuhkan kemandirian peserta didik dalam proses pembelajaran.
... They also show that students who engage on online second/ foreign language learning exhibit higher performance and lower levels of anxiety (Pichette, 2009). It is reported that they are more comfortable to learn through social media since they use them daily and are already familiar with them (Kitchakarn, 2016). Similarly, Dudeney and Hockly (2007) declare that young generations no longer prefer traditional learning and teachers have no choice but cope with the recent technologies by creating and sharing materials and activities which are social media friendly (Cited in Laborda & Royo, 2007). ...
... And this may be one of the reasons why students are more attracted to it than other platforms. Kitchakarn (2016) supports this claim when stating that Facebook is one of the most popular social media platforms among learners because it makes communication easier and facilitates the process of learning independently or within groups gaining with that students' positive attitudes towards it and their favor when it comes to using it as a learning tool among other platforms. Similarly, Petosky (2014: 1) states that "teachers have to find out where the students are, and work from there. ...
... In the third question concerning the platforms that were used the most, all seven (N=07) of them used Facebook/ Messenger (Kitchakarn, 2016;Petosky, 2014;Statista, 2021;Espinosa 2015;Battouche, 2012). Five (N=05) also used YouTube; three (N=03) also used Instagram and two (N=02) also used WhatsApp along with Facebook/ Messenger (Statista, 2021). ...
Article
Full-text available
As of late 2019, the emergence of the high speed spreading Corona Virus (Covid-19) which later turned into a pandemic forced everyone to stay home in a seemingly unending quarantine. As a result, a lot of outdoor activities that represented our daily routine had to stop including going to school. However, soon after this new situation occurred, a lot of countries started coping with it by providing what is called distance learning at all educational levels. In the Algerian educational context, the use of the online platform offered by the Ministry of Education actively increased among students, but the lack of live interaction with teachers and the situation where the student is forced to sit and only receive posed many flaws on the process and made it difficult to proceed with this form of learning. To overcome this problem, the excessive use of social media among kids and teenagers was put to use by many teachers. It was an alternative and a way of non-formal learning to make the EFL teaching-learning process very much easier and more flexible and fun. This exploratory study aims at measuring the extent to which teachers in secondary schools use social media and interactive apps in the EFL teaching context during both regular and exceptional times, how they are used and what outcomes are expected, the goals that are achieved and the obstacles that are faced. A mixed method of data gathering and analysis was adopted through distributing a questionnaire to a number of secondary school teachers in El Meghaier, Algeria. The results show that social media platforms are not fully benefited from as informal teaching tools. The reason is not due to teachers' ignorance of how these tools work, but other concerns on the part of teachers.
... Students can use the features in social media to talk to each other on assignments or test, sharing educational contents and increase interactivity among students. In fact, Kitchakarn (2016) highlighted that students are comfortable using social media as their learning platform. They found social media convenient to communicate with other users and the functions itself made the learning environment more meaningful despite the negative effects that social network sites have on students' learning as proclaimed by Abdulahi, Samadi, and Gharleghi (2014) in their study. ...
... Respondents also agreed that social media helps English learners to improve their mastery and confidence in the language. Kitchakarn (2016) too indicated that students felt contented using social media as a learning device in their course as it makes communication with other people easy. He added that students viewed social media as a good place to learn because they can either learn alone or learn together and eventually encourage them to be more interactive and confident. ...
... Social media allows students to perform different academic and non-academic activities such as communication, research, assignments, and many more (Balakrishnan et al., 2017). According to Kitchakarn (2016), social media platforms such as Facebook have supported teaching and learning for so long, promoting academic participation. The usage and application of social media promote self-directed learning (SDL) and the submission of scholarly works. ...
... Question 4 shows that 179 (55.1%) of the students believe that social media usage for academic purposes improves students' quality of work and 189 (58.2%) of the students suggest that social media platforms improve students' learning and participation, as well as 227 (69.8%) collaboration and engagement among themselves. Kitchakarn (2016), who believes that social media platforms improve students' participation and engagement in the learning process, supports this finding. The finding from question 7 is that 205 (63.1%) of the students suggest that social media platforms improve communication between students and lecturers. ...
Article
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Can social media platforms positively impact students' academic learning progress? This question and many more are issues confronting students and scholars in developing countries, and this study aims to address it. Social media platforms provide students with continuous opportunities in their learning progress. Students in developing countries are beginning to use social media platforms to positively impact their learning process because of its ability to positively change their learning process and performance. Students use it to improve their academic learning progress and performance effectively. However, the impact of social media platforms on students' academic learning progress is sometimes misinterpreted because of the distractive nature of the platforms to students. Many scholars believe that social media platforms have no positive impacts on student's academic progress. This study aims to investigate the impact of social media platforms on students' academic learning process. A quantitative research methodology was adopted in using online questionnaires among first-year university students at the North-West University, South Africa. The study found that social media platforms improve students' academic learning performance, communication, interaction, engagement, and self-directed learning (SDL). These findings provide positive impacts of social media platforms on students learning progress.
... Essentially, the use of social media in teaching learners a second language would be similar to the use of group discussion to teaching other subjects such as sciences where collective engagement is used to spur greater learning. Group learning helps improve outcomes as individuals are freer to interact with their peers than they would with instructors [16]. As such, the use of social media in teaching of English as a second language would improve learning outcomes among individuals. ...
... As such, the application of social media would allow learners to interact with English speaking individuals outside of the classroom through the cyber sphere [18]. By so doing, the learners would be able to put into practice the concepts they learn in the classroom [16]. Consequently, the learners would access the opportunity to direct the process of learning for themselvesaway from the classroom setting [19]. ...
Article
Full-text available
Abstract With advancements in communication technology, humans can now bridge the constraints of time and space with minimal effort. Through this, the ability of individuals to interact with millions of others at an instant has not only been increased, but also improved. As a result of these developments, endeavours such as education could benefit greatly. Undertakings such as distant education, blended learning, and even interactive education could be made considerably easier and more efficient. For instance, with regards to education, the teaching of languages could draw important uses from the application of social media to teach learners new languages. Through social media platforms such as Facebook, WhatsApp, and YouTube, instructors could help learners access greater competency in language learning and use. The social media sites would allow learners to immerse themselves in situations where they openly interact with others who are more competent than them in the use of the language. In this way, learners may be able to improve their grasp of the language. From this research article, it is evident that social media can be applied to aid in the teaching of languages. Learners can interact freely with native speakers of the language they seek to learn, and they could also direct the process of learning themselves. These would be enabled through the application of social media in the instruction process. Further, learners could also immerse themselves in the culture associated with the language they seek to learn. Consequently, the learners would increase their grasp and end up improving the learning experience. Finally, social media may allow free interaction with native-speakers of a language. In this manner, the learners would be improving their diction and pronunciation of the words and phrases; a fact that would greatly enhance the learning process. Keywords: Immersion, Self-Direction, Social Media, Native-Speakers, Pronunciation,
... Son precisamente estas características de publicación social que respaldan la creación y difusión de contenido generado por el usuario (CGU) las que actúan como potentes impulsores que permiten la conversión de las redes sociales en entornos de aprendizaje virtuales informales, en red y constructivos (Chugh y Ruhi, 2018). La alta flexibilidad, las interfaces fáciles de usar y la amplia gama de funcionalidades dinámicas hacen que las redes sociales sean atractivas en contextos de instrucción, convirtiendo a los consumidores pasivos en generadores activos y artífices de su propia formación (Aydin, 2012;Forbush y Foucault-Welles, 2016;Gamble y Wilkins, 2014;Kitchakarn, 2016;Manca y Ranieri, 2013;Mnkandla y Minnaar, 2017;Smith y Anderson, 2018). ...
Chapter
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RESUMEN El objeto de este estudio es conocer la percepción de alumnos universitarios acerca del uso de Instagram para el aprendizaje de inglés profesional relacionado con las ciencias del deporte. Participaron 54 alumnos seguidores de cuentas relacionadas con el ejercicio físico y la salud. Los resultados mostraron que las razones por las que más les interesa trabajar con este recurso son: i) el sentimiento de pertenecer a una comunidad profesional internacional a través de redes sociales, ii) la necesidad de poblar estas redes de técnicos profesionales con base científica y a la vez atractiva visualmente, y iii) presentar ciencia y técnica que atraiga emocionalmente. Instagram es una herramienta con grandes posibilidades para trabajar habilidades de comunicación profesional en inglés. ABSTRACT This study aims to shed light on the perceptions of university students about the use of Instagram for learning professional English related to Sports Science. Fifty-four students who follow accounts related to physical exercise and health took part in the study. The results showed that the reasons they are interested in this resource are: i) the feeling of belonging to an international professional community, ii) the need to populate these networks of professional technicians with a scientific and visually attractive basis, and iii) the emotional approach to science and technique. Instagram offers great possibilities to develop professional communication skills in English.
... De hecho, las actividades de enseñanza-aprendizaje en el salón de clases se están modificando debido al empleo de las redes sociales como herramienta de interacción y comunicación entre los estudiantes y docentes (Domínguez, 2017;Greenhow y Lewin, 2016;Kitchakarn, 2016;Kyei, Iyer y Subramanian, 2016;Lee y Lee, 2016;Salas, Lugo y Ruiz, 2017). ...
Article
Hoy en día, los avances tecnológicos están provocando el desarrollo de nuevas estrategias de enseñanza-aprendizaje. De hecho, las redes sociales están adquiriendo gran relevancia durante la planeación de las actividades escolares. En particular, esta investigación mixta analiza el uso de Facebook como medio de difusión, comunicación, aprendizaje, interacción y colaboración durante la realización de las prácticas de laboratorio en la asignatura “Desarrollo de aplicaciones para los negocios”. La minería de datos permite establecer los modelos predictivos sobre el impacto de Facebook durante el diseño de la interfaz web considerando las técnicas bayesiana y árbol de decisión (ciencia de datos). La muestra está compuesta por 69 estudiantes de la Licenciatura en Gestión de Negocios y Tecnologías de Información. Por medio del enfoque cuantitativo y cualitativo, este estudio analiza el empleo de esta red social en el proceso de enseñanza-aprendizaje relacionado con el diseño de la interfaz web, las instrucciones HTML, el lenguaje de programación PHP, la aplicación WampServer y la base de datos MYSQL. Asimismo, el método ANOVA evalúa el rendimiento académico de los grupos experimental y control por medio de la calificación en el proyecto práctico. Los resultados obtenidos permiten afirmar que Facebook representa una alternativa tecnológica para mejorar la organización e implementación de las experiencias educativas en el siglo XXI.
... The fourth paper was conducted with students from Bangkok university, a private university in Thailand (Kitchakarn, 2016). Facebook was used as a learning tool in English in Action class. ...
Conference Paper
Previous studies on deception detection have investigated identifiable patterns and manipulation strategies to fight against online crimes. As most studies derived from western contexts have centered on English, these findings might not be applied to Thai. This paper, therefore, aims to find out the manipulation strategies used by truth-tellers and deceivers in Thai online chat, and the naïve partners’ attitudes towards language use when being paired up with truth-tellers and deceivers. The experimental study was conducted in a controlled computer laboratory in a Thai state university. The participants were randomly divided into chatters and naïve partners. They were asked to engage in two 10-minute chat sessions. The chatters were instructed to be either truth-tellers providing only truthful information or deceivers convincing chat partners that they were someone else. In other words, they were required to switch their roles either as truth-tellers or deceivers between two 10-minute chat sessions. For naive partners, they were informed that they would engage with two chat sessions with unknown chat partners twice. The results show that deceivers used three manipulation strategies (clarity, relevance, image and relationship protecting behaviour) more frequently than truth-tellers in Thai online chat. The majority of naïve partners’ responses were not aware of language use when being paired with truth-tellers or deceivers in Thai online chat. These findings may usefully be applied in automated deception detection tools for Thai language.
... (Van De Bogart and Wichadee, 2015); (Elkaseh et al., 2016); and (Wahyuni, 2018a) also revealed that the intention of using an application mobile learning was the effect of two internal factors such as ease of use perception and usefulness perception of mobile application-based learning material. The effectiveness of its mobile application-based learning material was in the context of usefulness and ease of use perception affected the attitude use it intensively (Kitchakarn, 2016). To sum up the research finding based on the analysis and supported by other studies, perceived usefulness and perceived ease of use had a correlation in influencing the intensive behaviour on using an additional mobile application-based learning material. ...
Conference Paper
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Learning material is one of the strategic tools that can be used to achieve the learning goal. However, the conventional learning material is still employed such as a book, printed module, etc. Responding to this issue, the researchers have developed mobile application-based office English learning material. The application was named ENFORCE. Hence, this research aimed to analyse the correlation among factors and to figure out the best factor that influenced students' acceptance of the mobile application as a learning material for university students. In this research, 105 students had been asked to use a supportive mobile application-based learning material during the learning process. Further, at the end of the semester, online questionnaires were distributed to obtain the data. In analysing the data, the correlation and regression analysis were carried out through SPSS. The results revealed that the correlation among the factor was correlated significantly. It was emphasized by the significant value which was greater than 0.01. Additionally, the result of regression analysis showed that significant value which was .000 that greater than 0.005. It can be declared that the best factor that influenced students' acceptance of mobile application-based office English learning material for university students was ease of use.
... Furthermore, the findings are in accordance with those by Kleanthous and Cardoso (2016) who showed that blogs were perceived as motivating and fun tools to promote language learning within a collaborative environment in their writing, speaking and reading skills. Finally, Kitchakarn (2016) found that perceived ease of use had positive relationships between perceived usefulness of Facebook and attitudes towards doing the activities in Facebook. However, the findings on the moderateness of perceived usefulness towards the use of Web 2.0 in English language learning are not consistent with some previous research such as, Alajmi (2011), andZakaria, Watson, andEdwards (2010) who showed students had significant readiness with certain Web 2.0 tools in English language learning process. ...
Article
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The study aimed to investigate the Arab English language learners’ readiness towards and effectiveness of using Web 2.0 applications in language learning process at a university in Malaysia. Using a quantitative research design, 50 Arab postgraduates responded to a questionnaire about their readiness towards and effectiveness of Web 2.0 applications in enhancing their English learning process in relation to genders and level of study. The findings showed that learners’ readiness towards and effectiveness of using Web 2.0 applications in language learning was moderate. In addition, it was revealed that YouTube, Facebook, and Skype gained the highest mean scores of all Web 2.0 applications in language learning process. Genders and level of study proved to be significant in relation to the effectiveness of Web 2.0 in language learning process. It is recommended that training on Internet and integration skills be proved to learners of a new language to allow them more reliable resources into their learning process. Further research on the practice and attitudes of educators in using Web 2.0 technologies for teaching English language is suggested.
... Some studies have suggested a positive impact of these devices on student learning, including increased motivation, collaboration, productivity and engagement, among others (Corbeil & Valdes-Corbeil, 2007;Kukulska-Hulme, 2007;Traxler, 2009;Roblyer & Doering, 2010). Furthermore, over recent years, various studies have been carried out using instruments such as the social media (specifically, the Facebook social network), applications or blogs, and these instruments have been found to improve student learning (Wang et al., 2016;Kitchakarn, 2016;Morris et al., 2016). ...
... The alternative corpus-based class showed better progress of students in English (Kuzminykh & Khoroshilova, 2017). Kitchakarn (2016) shares the opinion that Facebook and other social networks should have their place within the teaching and learning activities as a platform for students' selfstudy, allowing them to exchange their ideas, attitudes, comments, feelings and meet the assignments in order to improve their knowledge in the field of grammar and writing as well. Wang, Cheng, Chen, Mercer, and Kirschner (2017) implement the concept mapping as a tool for the group learning and interaction in classrooms. ...
Article
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The implementation of e-learning methods and their efficiency in the process of teaching English for specific purposes, particularly media and journalism, is a rather new phenomenon in Central Europe. The experiment conducted within this study was focused on the efficiency of e-learning and blended-learning modes. We created three groups of students with diverse modes of online education used in each group. The first group (18 students) was educated through the purely e-learning way, the second group (20 students) was taught through the classical face-to-face method, and the third group (18 students) through the blended-learning approach. The online education mode included interactive webinars with a native speaker who was providing live feedback on students’ assignments. Within the study programme of media/journalism the blended-learning mode seems to be the most efficient. Comparing the results of pre-tests to post-tests enabled us to specify the language skills which were improved in the three test groups. Scores of the students in all the four investigated areas (i.e. reading, speaking, listening and vocabulary) increased significantly in the blended-learning group. The vocabulary was the most improved language skill observed in both groups, meaning the e-learning as well as classic group. On the other hand, the online method resulted to an observable improvement in students’ performance as far as for the listening and speaking skills as it might simulate their future workplace. © 2018, © 2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
... Facebook is seen as a great place where members can study independently or together. These students also have positive attitudes towards using Facebook as a learning tool [12]. ...
... This peer to peer contact enables more interesting experience for students to interact with information and provides a richer experience than traditional media. Students are able to invest more time and energy to interacting with the material and commenting, reshaping, and sharing the messages presented to students over social network (Kitchakarn, 2016). ...
Chapter
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The paper presents the data on the needs of learning in writing course by using ASSURE model. Researching the needs of learning is considered important as the early stage in development research on the use of TPACK based instruction in teaching writing.The data was gathered through questionnaire given to the students of English education department, Universitas Muhammadiyah Parepare, Indonesia who enroll in writing course. The questionnaire was set in view of ASSURE model which the initial step is analyzing learner and specify more on students’ general characteristics, specific competencies, and learning style. The data from questionnaire was analyzed using Ms Excel and SPSS version 21.0, and presented on chart. The data result showed students’ learning need in the course of writing is supposed to associate with the use of technology touching in all aspect of their learning.
... This peer to peer contact enables more interesting experience for students to interact with information and provides a richer experience than traditional media. Students are able to invest more time and energy to interacting with the material and commenting, reshaping, and sharing the messages presented to students over social network (Kitchakarn, 2016). ...
Book
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Current Research in ELT to share some perspectives in English Language teaching
... Applying online teaching during the pandemic era has been established as essential and necessary in teaching and learning. However, pure online teaching had not been the prevalent practice prior to the emergence of the pandemic because the most applied instructional methods were roll calls, lectures, and in-class assignments; many students, including teachers, did not have internet access and lacked technical expertise in making teaching and learning a struggle for them; collective efficacy is associated with teachers' instructional techniques like peer support and sharing of expertise; and the need for assessment of the impact of instructions; extensive manifested use of teaching materials, which is an indicator of the extent of possession of teachers in both theory and practice; and integrate theory and practice with social media learning tools (Wu, S. 2021;Owysu-Fourdjur et al. 2020;Berebitsky and Salloum's, 2017;Siciliano, 2016;Hattie and Zierer, 2018;Pinpin, 2015;Kitchakarn 2016;and Elliott and Hollingsworth, 2020). Deaton (2016) posited that the most immediate consideration for educators considering the use of social media in the classroom is an assessment of the student environment. ...
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The emergence of the COVID-19 pandemic created a radical transformation in teaching-learning in schools worldwide. This phenomenon challenged the self-efficacy of teachers and school heads in public schools in the Philippines, specifically on how to apply social media learning, which is a new modality. Through a mixed research method, 232 schoolteachers and 26 school heads participated in answering an adopted modified questionnaire; and ten school personnel participated in answering a researcher-made interview guide. The findings showed that profile variables such as age, sex, educational background, and length of service did not significantly correlate with school performance. In contrast, the challenges associated with self-efficacy in terms of educational management, instructional leadership, moral leadership, and application of social media learning tools were all significantly correlated with school performance. This indicated that self-efficacy improves school performance in both teachers and school heads and is influenced by their positive and healthy attitudes. From the qualitative data, the derived themes have implications with economic conditions, knowledge, and skills on the application of technology, transfer of knowledge to students, maintaining coordination, collaboration, and support from educational stakeholders, curriculum design and adherence with educational standards, imposing disciplinary measures, and compliance with school requirements. Officials in the educational setting should consider upgrading policies on personnel capability and capacity building, enhancing professional development, and equipping them with the application of modern teaching methods. All these concepts were considered in a proposed recommendation to the Department of Education, Philippines, for policy enhancement.
... En esta línea, existen estudios que describen resultados positivos en el rendimiento de los estudiantes que usan aplicaciones educativas móviles en cursos de idiomas para fines específicos (Alkhezzi, 2016;Simonová, 2015). Por otro lado, nuestros resultados indican que los estudiantes de ingeniería consideran importante que el uso de la aplicación sea opcional y voluntario, lo que coincide con los resultados de Kitchakarn (2016) donde, además, se añade que también es necesario que las aplicaciones educativas sean flexibles y amigables. ...
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Este documento tiene como objetivo describir las percepciones de los estudiantes de ingeniería sobre la utilidad de una aplicación educativa, sus contenidos y beneficios generales, que se ha desarrollado en el contexto de un proyecto de investigación sobre enseñanza innovadora «Gamificación en el aula de inglés para fines específicos: desarrollo de una web educativa basada en charlas TED». El proyecto está financiado por la Universidad Politécnica de Madrid, España (IE 1819.0504), y se centra en el desarrollo de una aplicación educativa para el aprendizaje de idiomas en el campo específico profesional de la ingeniería. El objetivo final es que nuestros estudiantes progresen en el manejo de las habilidades comunicativas orales y, principalmente, en la comprensión oral o auditiva de contenido profesional, imprescindible para acceder a los mejores puestos de trabajo en el sector de la ingeniería.
... They have difficulty in translating their thoughts into words as they do not know how to select the correct words that they have lack of knowledge of, and they make many grammatical mistakes in their writing. (Cimcoz, 1999;Silva, 1993;Warchauer, 2011;Kitchakarn, 2016). When the students get problem in writing means the students need more support in their learning writing. ...
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Social Network has changed beyond the boundaries from it was first perceived. Nowadays, it is not only used for recreation but also it means in teaching. However, addiction and privacy risk for students in using the social network is inevitable. Therefore, proper implementation is required to gain the maximum benefits of the social network. This study is aimed to examine the role of the social network by developing the Genre-based approach in teaching writing measured from students‟ attitudes and perceptions in EFL setting. Social network Facebook was focused on using regardless of other applications while the researcher served as a moderator. A survey was used to measure factors affected by developing the Genre-based approach in a social network in teaching writing. By employing qualitative method, the finding showed that social network was successfully implemented in teaching writing and it supported students‟ needs by developing Genre-based approach to improving their pre-writing activity
... When working through a variety of tasks in the writing process, students are required to discover ideas to present their writing assignments in a perceptible, comprehensible and tangible way (Gaith, 2002). In order to cope with the complexities and to manage problems in writing, teachers often rely on different pedagogical methods and approaches to teaching writing effectively (Kitchakarn, 2016). In recent times, the advent of Information and Communication Technology (ICT) as well as Social Networking Sites (SNS) has equipped teachers with the skills needed to avail of such valuable tools in teaching methods in order to help learners overcome difficulties related to writing. ...
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Social media platforms have gained exceptional popularity, especially in the last ten years, and have subsequently become important to current human lifestyle. Instagram (IG) is among the most popular social media platforms, and is used by millions of people every day, especially young adults. Given this significance, social media platforms have been used for educational purposes, too. Thus, this study aims at exploring the perceptions of female high school students about the potential of utilizing IG as a writing teaching tool. Using the Mixed Method Design, thirty-five high school female students learning English as a foreign language were included in the survey with the same students taking part in the experimental part of the study designed to explore the impact of IG on students’ language learning processes. Seven students from the same experimental group were also interviewed for their opinions about IG use. After conducting quantitative and qualitative analyses, the findings show that IG is the most frequently used social media platform among the participants and that they favor it for educational and language learning purposes, especially as a writing teaching tool. Additionally, it was found that IG had a positive impact on the students’ language learning based on their achievement scores. Thus, it is concluded that it can be used to enhance the learning of English supplementary to formal teaching by exposing the students to writing the English language while they are using this platform as part of their everyday practice.
... According to studies, students' experience and academic achievement are closely linked to their improved understanding and mindset toward reaping active Facebook usage rewards (Kitchakarn, 2016). Students studying a variety of languages may use Facebook to improve their English language skills, including blogging. ...
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Facebook is a popular social networking platform used for a variety of uses, including general and educational purposes. Digital links between teachers and students can now be created, removing physical distance barriers and enhancing the transformation of knowledge, data, and other tools. This research uncovered several variables that affect business students' usage of Facebook, primarily for educational purposes. A total of 611 business students from various Lahore universities took part in the survey. The data was then evaluated using the R programming language. To determine the relationship between latent and observable variables, the Structural Equation Model (SEM) was used. The relationship between latent variables was determined using path analysis. The findings revealed that social impact on business students could contribute to Facebook adoption. Finally, rather than its use as a social networking platform, Facebook's adoption has broadly explained its educational use.
... According to studies, students' experience and academic achievement are closely linked to their improved understanding and mindset toward reaping active Facebook usage rewards (Kitchakarn, 2016). Students studying a variety of languages may use Facebook to improve their English language skills, including blogging. ...
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Facebook is a popular social networking platform used for a variety of uses, including general and educational purposes. Digital links between teachers and students can now be created, removing physical distance barriers and enhancing the transformation of knowledge, data, and other tools. This research uncovered several variables that affect business students' usage of Facebook, primarily for educational purposes. A total of 611 business students from various Lahore universities took part in the survey. The data was then evaluated using the R programming language. To determine the relationship between latent and observable variables, the Structural Equation Model (SEM) was used. The relationship between latent variables was determined using path analysis. The findings revealed that social impact on business students could contribute to Facebook adoption. Finally, rather than its use as a social networking platform, Facebook's adoption has broadly explained its educational use.
... The scope of studies on media tools spans a variety of topics such as learning through media and social media (Kozma, 1991;Devi et al., 2019;Konuk & Güntaş, 2019;Faizi et al., 2013;Chen & Bryer, 2012;Gruzd et al., 2018), use of media tools by teachers (Manca & Ranieri, 2016;Akkaya & Kanadlı, 2019), use of media in language learning (Kitchakarn, 2016;Rao, 2014), use of social media in university education (Toğay et al., 2013;Qureshi et al., 2014), and use of a particular social media tool in learning processes (Hesieh, 2017;Evans, 2014;Chawinga, 2017;Gon, & Rawekar, 2017). These studies, being conducted with teachers and university students, focus on using social media tools in the learning-teaching process. ...
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This study aims to reveal the Turkish language teacher candidates’ opinions about the media as a learning-teaching tool in the context of media literacy. It has been conducted utilising the basic qualitative research pattern, one of the qualitative research types, with twenty participating teacher candidates studying in the last year of their university education. In the study, a semi-structured interview form is employed as the data collection tool. The collected data are analysed based on the content analysis method, one of the qualitative analysis methods. The results obtained in the study have shown that social media has a central place in Turkish teacher candidates’ media perception; when they were asked about the media tools for teaching, they answered the internet and YouTube primarily. The participants stressed that the media as a teaching tool offers teachers alternative ways and facilitates the educational process. For these reasons, they consider the media a usable teaching tool. The media tools they use the most in their own learning processes are the internet, YouTube and Instagram. The teacher candidates plan to use media tools while performing their jobs. Moreover, the teacher candidates, who consider utilising media tools in the learning-teaching process necessary, plan to advise their students to learn through media.
... This peer to peer contact enables more interesting experience for students to interact with information and provides a richer experience than traditional media. Students are able to invest more time and energy to interacting with the material and commenting, reshaping, and sharing the messages presented to students over social network (Kitchakarn, 2016). ...
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Artificial Intelligence (AI) has undeniably become a part of our routine lives with a significant contribution to every space. Education is one such aspect where AI has made an impact. Although it is still in the nascent stage, it will soon evolve into much more, due to its vast untapped potential. This chapter aims to examine the present insights and future AI perspectives concerning various contexts. Some of these are Natural Language Processing (NLP), Machine Learning (ML), and Deep Learning (DL). Social Network Analysis (SNA) is used as a reference guide for interpreting the main topics in the research of AI from an educational point of view.
... According to studies, students' experience and academic achievement are closely linked to their improved understanding and mindset toward reaping active Facebook usage rewards (Kitchakarn, 2016). Students studying a variety of languages may use Facebook to improve their English language skills, including blogging. ...
Article
Full-text available
Facebook is a popular social networking platform used for a variety of uses, including general and educational purposes. Digital links between teachers and students can now be created, removing physical distance barriers and enhancing the transformation of knowledge, data, and other tools. This research uncovered several variables that affect business students' usage of Facebook, primarily for educational purposes. A total of 611 business students from various Lahore universities took part in the survey. The data was then evaluated using the R programming language. To determine the relationship between latent and observable variables, the Structural Equation Model (SEM) was used. The relationship between latent variables was determined using path analysis. The findings revealed that social impact on business students could contribute to Facebook adoption. Finally, rather than its use as a social networking platform, Facebook's adoption has broadly explained its educational use.
... Previous study of Yadav (2011) revealed that blogging helped English language teachers and learners to enrich their writing skills by creating collaborative learning environment for improving each other. In the context of Thailand, Kitchakarn (2016) argued that social media such as Facebook assisted to improve English writing skills of students by allowing them sharing ideas, passing comments and forming their own learning communities. ...
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This article reports an analysis of secondary students' experiences of using social media for learning English. It employed qualitative interpretative research design and taken online semi-structured interviews with the participants and their classes were observed to obtain qualitative information. The findings reveal that how social media helps secondary students for learning English formally inside the classroom and informally out of the classroom providing extra resources of English to improve listening, speaking, reading and writing skills. This study also examines the experiences of secondary teachers of English about using social media in the classroom. It reports on social media empowered the teachers of English by accessing various information on technique of teaching English and course contain. It further shows social media enabled secondary students and teachers to create collaborative learning environment to co-construct the knowledge. However, this study also reports on some of the teachers and students were unable to use social media regularly in their homes due to lack of electricity and internet access and proper devices. This study provides better understanding that use of social media can support learning English effectively in the future.
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The ability to use social media as a job skill among several industries is growing increasingly prevalent. From social media managers to digital content coordinators to fan engagement specialists, graduating students have tremendous opportunity to thrive professionally due to the popularity and ubiquity of social media. In collegiate and professional settings alike, a clear emphasis on the importance of effective social media management is now critical. As a result, educators are now challenged to find creative and innovative ways to prepare students through theoretical knowledge and practical experience relating to the ever-changing landscape of both the technical and industrial demands. This article presents a critical review of existing information on the use of social technologies in the classroom, a discussion on relevant perceptions, techniques, recommendations for interdisciplinary classroom implementation and student engagement, and considerations for educators incorporating social media practice into their curricula.
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The increasing popularity of Facebook has prompted scholars and educators to explore its potentials as a learning environment for various fields of education. Along this line, several reviews of literature have been written about the educational use of Facebook; however, none of them have focused on a specific field of interest such as language pedagogy. Thus, this paper defines the contour of scholarly literature on Facebook as a technology‐enhanced learning environment in language teaching and learning. Using Scopus database as a source, 41 scholarly documents were retrieved and analysed. The demographics of the selected studies show that most of the published research came from Asia and were conducted in the higher education context. In terms of foci of interest, most of the studies focused on developing students' general language proficiency and productive skills. Although a great majority of the studies relied on self‐report data and preexperimental research, the current literature suggests the viability of integrating Facebook into language pedagogy. Suggestions for future studies are discussed. Lay Description What is currently known about the subject matter: • Facebook remains to be the most popular social networking site. • A significant number of research have been published about Facebook as a learning environment. • Interest in Facebook for educational purposes has been increasing. • At least five reviews on Facebook as a learning environment has been published since 2011. What this paper adds: • The current study zeroes in on a specific field of study (i.e., language teaching and learning). • The current study takes into account studies published between 2010 and 2017. • The current study analyses the studies in terms of demographics and foci of interest. • The current study attempts to define the contour of scholarly literature on Facebook as a technology‐enhanced learning environment in language teaching and learning. Implications of study findings for practitioners: • The findings provide various ways on how Facebook can be implemented for pedagogical purposes. • The findings present challenges and issues that need to be confronted for efficient use of Facebook pedagogical affordances. • Facebook is a viable tool for technology‐enhanced assessment. • Future Facebook‐related studies may embark on underexplored areas of language pedagogy such as teacher cognition, language learning strategies, and development of multiliteracies and pragmatic competence of students.
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The ability to use social media as a job skill among several industries is growing increasingly prevalent. From social media managers to digital content coordinators to fan engagement specialists, graduating students have tremendous opportunity to thrive professionally due to the popularity and ubiquity of social media. In collegiate and professional settings alike, a clear emphasis on the importance of effective social media management is now critical. As a result, educators are now challenged to find creative and innovative ways to prepare students through theoretical knowledge and practical experience relating to the ever-changing landscape of both the technical and industrial demands. This article presents a critical review of existing information on the use of social technologies in the classroom, a discussion on relevant perceptions, techniques, recommendations for interdisciplinary classroom implementation and student engagement, and considerations for educators incorporating social media practice into their curricula.
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Se presenta un análisis descriptivo, multivariado y de contenido de publicaciones sobre Vygotsky y las TIC, explorando qué de su teoría subyace en las investigaciones actuales y qué usos se evidencian de sus ideas y planteamientos. Los resultados muestran referencias a Vygotsky en secciones introductorias a modo de marco general y referencias en secciones metodológicas desde estudios contextualizados con énfasis en los procesos. Asimismo, se identificaron usos heurísticos de conceptos aparentemente vygotskyanos, pero desde autores o publicaciones recientes. Resulta evidente la necesidad de recurrir a versiones fidedignas y lecturas críticas de la obra vygotskyana si se pretende continuar su legado.
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Social media platforms (SMPs) continue to revolutionise scholarly communication and information sharing. It positively and negatively impacts educational institutions. Students at higher institutions depend on SMPs for their various daily life activities and communication purposes. However, little is known about the positive and negative perceptions of first-year students adopting SMPs as a learning tool, specifically in emerging countries. This study seeks to investigate the positive and negative perceptions that first-year students have of the use of social media platforms as a learning tool. This study deployed a quantitative research methodology in collecting randomised questionnaires from the students. The simple random sampling focused on first-year students at the NorthWest University, Mahikeng Campus. This study's findings established a good foundation of the first-year students' positive and negative perceptions of social media use for academic purposes. From the positive perspective, SMPs were seen to ease learning while, negatively, the study findings revealed that social media platforms usage could sometimes be frustrating.
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Purpose Coronavirus disease 2019 (COVID-19) has had global repercussions on use of e-learning solutions. In order to maximise the promise of e-learning, it is necessary for managers to understand, control and avoid barriers that impact learner continuance of e-learning systems. The technology, individual, pedagogy and enabling conditions (TIPEC) framework identified theoretical barriers to e-learning implementation, i.e. grouped into four theoretical concepts (7 technology, 26 individual, 28 pedagogy and 7 enabling conditions). This study validates the 26 theoretical individual barriers. Appreciating individual barriers will help the e-learning implementation team to better scope system requirements and help achieve better student engagement, continuation and ultimately success. Design/methodology/approach Data were collected from 344 e-learning students and corporate trainees, across a range of degree programs. Exploratory and confirmatory factor analysis was used to define and validate barrier themes. Comparison of results against the findings of Ali et al. (2018) allows comparison of theoretical and validated compound factors. Findings Results of exploratory and confirmatory factor analysis combined several factors and defined 16 significant categories of barriers instead of the 26 mentioned in the TIPEC framework. Originality/value Individual learner barriers, unlike technology and pedagogy barriers which can be directly identified and managed, appear abstract and unmanageable. This paper, considering implementation from the learner perspective, not only suggests a more simplified ontology of individual barriers but presents empirically validated questionnaire items (see Appendix) that can be used by implementation managers and practitioners as an instrument to highlight the barriers that impact individuals using e-learning factors. Awareness of individual barriers can help the content provider to adapt system design and/or use conditions to maximize the benefits of e-learning users.
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The use of digital technology in classroom teaching has significantly increased over time, in order to provide easy access to high-quality learning materials and improve quality of teaching and learning in general. There is a need, particularly for teachers in the developing countries to understand its effect on learners and to further enrich students' learning experience. However, didactic methods to teach writing essays are still prevalent and widely practiced. The purpose of this study was to explore the effects of digital media devices such as smart phones and tablets, as an instructional tool to guide students in their essay writing tasks. Using a pre-test and post-test control design, a three-week digital devices intervention program to write essays was carried out. This mixed method study randomly assigned a total of 17 students each in experimental and control group. The data collected were analysed using qualitative and quantitative analyses of students' pre and post-test written essays before and after the intervention. The results of focus group discussion showed that use of technology led to an improved quality in writing essays. Further the findings from quantitative analyses revealed 20 percent increase in post-test scores as compared to pre-test scores. The overall effect size (d = 0.7) was indicative of a large effect size. Statistically positive moderate relationships were also observed between students' gender and living arrangements. Based on these findings, the ability of students to write essays seems to have improved in the experimental group, and thus the use of digital devices is seen to have promoted student collaboration, participation and improvement in the quality of student writing.
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One recent development in writing pedagogy is the use of Web 2.0 technologies such as Facebook. Although there have been a lot of studies on Facebook use in writing classrooms, very few studies have explored it as an e-portfolio platform. Thus, this quasi-experimental study attempted to investigate the effects of Facebook-based e-portfolio on L2 learners’ writing performance. The study involved 89 L2 English students from four English classes. Two classes were assigned to the treatment group (N = 48) which used a Facebook-based e-portfolio, while the other two were assigned to the control group (N = 41) which was exposed to a conventional portfolio. Using both quantitative and qualitative data, findings demonstrated that students who used the Facebook-based e-portfolio have outperformed those from the conventional portfolio group. These results were attributed to Facebook’s interactive features, flexibility, accessibility as well as its ability to expose students to social pressure and increase their audience awareness. Implications for L2 writing, assessment, and future studies are discussed.
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