Abstract
References
- Abrams, Sandra Schamroth, and Sara Walsh. “Gamified Vocabulary: Online Resources and Enriched Language Learning.” Journal of Adolescent & Adult Literacy 58, no. 1 (2014): 49–58.
- Adami, Elisabetta. “Introducing Multimodality.” In The Oxford Handbook of Language and Society, 451–66. Oxford: Oxford University Press, 2016.
- Aladsani, Huda. Saudi Women Students and Educational Uses of Twitter: Practices, Perceptions, and Identities. PhD diss., University of Sheffield, 2018.
- Al-Ahdal, Arif. “Overcoming Pronunciation Hurdles in EFL Settings: An Evaluation of Podcasts as a Learning Tool at Qassim University, Saudi Arabia.” Asian EFL Journal Research Articles 27 (2020).
- Alharthi, Mohammed M. D. Foreign Language Learners’ Perceptions and Practices of Using Social Media Platforms for Vocabulary Learning. PhD diss., University of Tasmania, 2023.
Abstract
References
- Abrams, Sandra Schamroth, and Sara Walsh. “Gamified Vocabulary: Online Resources and Enriched Language Learning.” Journal of Adolescent & Adult Literacy 58, no. 1 (2014): 49–58.
- Adami, Elisabetta. “Introducing Multimodality.” In The Oxford Handbook of Language and Society, 451–66. Oxford: Oxford University Press, 2016.
- Aladsani, Huda. Saudi Women Students and Educational Uses of Twitter: Practices, Perceptions, and Identities. PhD diss., University of Sheffield, 2018.
- Al-Ahdal, Arif. “Overcoming Pronunciation Hurdles in EFL Settings: An Evaluation of Podcasts as a Learning Tool at Qassim University, Saudi Arabia.” Asian EFL Journal Research Articles 27 (2020).
- Alharthi, Mohammed M. D. Foreign Language Learners’ Perceptions and Practices of Using Social Media Platforms for Vocabulary Learning. PhD diss., University of Tasmania, 2023.
Dil Becerilerinin Geliştirilmesinde İnformal Öğrenme Ortamları Olarak Sosyal Platformların Etkinliğinin İncelenmesi
Abstract
Bu çalışma, sosyal platformların Suriye’deki İngilizceyi yabancı dil olarak öğrenen üniversite öğrencileri için gayri resmi öğrenme ortamları olarak etkinliğini araştırmaktadır. Karma yöntem yaklaşımı kullanılarak, 326 lisans öğrencisinden yapılandırılmış anketler ve 15 yarı yapılandırılmış görüşme ile veri toplanmıştır; odak noktası SP kullanımına erişim, katılım ve algılanan faydalar olmuştur. Nicel analiz, kelime dağarcığı, dinleme, okuma ve telaffuzda önemli gelişmeler, konuşma, yazma ve dilbilgisinde ise orta düzeyde ilerlemeler göstermiştir. Nitel bulgular, öğrencilerin sosyal platformleri motive edici, esnek ve sosyal olarak etkileşimli alanlar olarak algıladığını; bunların özgün içerik, kültürlerarası deneyim ve kendi kendine öğrenme fırsatları sunduğunu ortaya koymuştur. Genel olarak, sosyal platformlar, sınıfın ötesinde öğrenmeyi destekleyen, entegre beceri gelişimini teşvik eden ve yapısal ve kaynak kısıtlamalarıyla mücadele eden bağlamlarda öğrenen özerkliğini artıran dönüştürücü araçlar olarak öne çıkmaktadır.
References
- Abrams, Sandra Schamroth, and Sara Walsh. “Gamified Vocabulary: Online Resources and Enriched Language Learning.” Journal of Adolescent & Adult Literacy 58, no. 1 (2014): 49–58.
- Adami, Elisabetta. “Introducing Multimodality.” In The Oxford Handbook of Language and Society, 451–66. Oxford: Oxford University Press, 2016.
- Aladsani, Huda. Saudi Women Students and Educational Uses of Twitter: Practices, Perceptions, and Identities. PhD diss., University of Sheffield, 2018.
- Al-Ahdal, Arif. “Overcoming Pronunciation Hurdles in EFL Settings: An Evaluation of Podcasts as a Learning Tool at Qassim University, Saudi Arabia.” Asian EFL Journal Research Articles 27 (2020).
- Alharthi, Mohammed M. D. Foreign Language Learners’ Perceptions and Practices of Using Social Media Platforms for Vocabulary Learning. PhD diss., University of Tasmania, 2023.
Exploring The Efficacy Of Social Platforms As Informal Learning Environments For Enhancing Language Skills
Abstract
This study investigates the efficacy of social platforms as informal learning environments for enhancing English language skills among Syrian EFL tertiary students. Employing a mixed-methods approach, data were collected from 326 undergraduates through structured questionnaires and 15 semi-structured interviews, focusing on access, engagement, and perceived benefits of social platform usage. Quantitative analysis revealed substantial improvements in vocabulary, listening, reading, and pronunciation, with moderate gains in speaking, writing, and grammar. Qualitative findings highlighted learners’ perceptions of social platforms as motivational, flexible, and socially engaging spaces that provide authentic input, intercultural exposure, and opportunities for self-directed learning. In brief, social platforms emerged as transformative tools that extend learning beyond the classroom, fostering integrated skill development and promoting learner autonomy in contexts challenged by structural and resource limitations
References
- Abrams, Sandra Schamroth, and Sara Walsh. “Gamified Vocabulary: Online Resources and Enriched Language Learning.” Journal of Adolescent & Adult Literacy 58, no. 1 (2014): 49–58.
- Adami, Elisabetta. “Introducing Multimodality.” In The Oxford Handbook of Language and Society, 451–66. Oxford: Oxford University Press, 2016.
- Aladsani, Huda. Saudi Women Students and Educational Uses of Twitter: Practices, Perceptions, and Identities. PhD diss., University of Sheffield, 2018.
- Al-Ahdal, Arif. “Overcoming Pronunciation Hurdles in EFL Settings: An Evaluation of Podcasts as a Learning Tool at Qassim University, Saudi Arabia.” Asian EFL Journal Research Articles 27 (2020).
- Alharthi, Mohammed M. D. Foreign Language Learners’ Perceptions and Practices of Using Social Media Platforms for Vocabulary Learning. PhD diss., University of Tasmania, 2023.
Details
| Primary Language | English |
|---|---|
| Subjects | World Languages, Literature and Culture (Other) |
| Journal Section | Research Article |
| Authors | |
| Submission Date | November 22, 2025 |
| Acceptance Date | December 23, 2025 |
| Publication Date | December 31, 2025 |
| Published in Issue | Year 2025 Volume: 7 Issue: 2 |