A Literature Review on Youtube, Instagram, Twitter (X) and Facebook on Vocabulary Enhancement

Abstract

This study aimed to discover the impact of certain social media platforms’ use on EFL learners’ vocabulary acquisition and learning. It followed a literature review design and observed experimental, pre-experimental and action research starting from the year 2014 on the aforementioned subject. The outcome of the studies selected were observed in three different categories namely the impact of visual-audio based social media platforms (Instagram and Youtube), the impact of text based social media platforms (Twitter/X) and the impact of visual-audio and text based social media platforms (Facebook) on the vocabulary learning success of EFL learners. The outcome of the review of studies favored social media platforms which predominantly made use of visual-audio content (Youtube and Instagram) while text based social media platforms (Twitter) displayed a lower success. However, combining visual-audio and text-based platforms also promised efficiency. Furthermore, an increased vocabulary acquisition in cases which included social media utilization alongside classroom activities like reading activities was observed. Finally, once the total of the studies reviewed are taken into consideration, improvement of vocabulary was especially observed in cases which learners were active creators of content on social media through appropriate guidance; and the sole consumption of content on these platforms were not found as efficient.

Keywords

• Youtube
• Twitter
• X
• Instagram
• Facebook
• TEFL
• EFL
• Vocabulary
• Vocabulary Learning.

YouTube, Instagram, Twitter (X) ve Facebook'un Kelime Bilgisi Gelişimine Etkisi Üzerine Bir Literatür Taraması

Öz

Bu çalışma, belirli sosyal medya mecralarının kullanımının İngilizceyi yabancı dil olarak öğrenen bireylerin kelime dağarcığı edinimi ve öğrenimi üzerindeki etkisini keşfetmeyi amaçlamıştır. Çalışma, 2014 yılından itibaren bu konuda yapılan deneysel, ön-deneysel ve eylem araştırmalarını gözlemleyen bir literatür tarama tasarımını takip etmiştir. Seçilen çalışmaların sonuçları, üç farklı kategoride incelenmiştir: görsel-işitsel tabanlı sosyal medya platformlarının (Instagram ve YouTube) etkisi, metin tabanlı sosyal medya platformlarının (Twitter/X) etkisi ve görsel-işitsel ile metin tabanlı sosyal medya platformlarının (Facebook) etkisi. Çalışmaların gözden geçirilmesi sonucunda, ağırlıklı olarak görsel-işitsel içerik kullanan sosyal medya platformlarının (YouTube ve Instagram) daha başarılı olduğu görülmüştür. Buna karşın, metin tabanlı sosyal medya platformlarının (Twitter/X) başarı oranı daha düşük kalmıştır. Ancak, hem görsel-işitsel hem de metin odaklı sosyal medya mecralarının bilikte kullanımı kelime edinimi açısından daha verimli sonuçlar ortaya koymuştur. Ayrıca, sınıf içi etkinlikler gibi okuma aktiviteleriyle birlikte sosyal medya kullanımının dahil edildiği durumlarda kelime dağarcığı ediniminin arttığı gözlemlenmiştir. Son olarak, incelenen çalışmaların tamamı dikkate alındığında, kelime bilgisi gelişiminin özellikle sosyal medyada uygun rehberlik eşliğinde içerik üreten öğrencilerde gözlemlendiği; bu platformlarda yalnızca içerik tüketiminin ise o kadar etkili bulunmadığı sonucuna varılmıştır.

Anahtar Kelimeler

• Youtube
• Twitter
• X
• Instagram
• Facebook
• İngilizcenin Yabancı Dil Olarak Öğretimi
• Yabancı Dil Olarak İngilizce
• Kelime Dağarcığı
• Kelime Öğrenimi.

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