THE EFFECTS OF SOCIAL MEDIA ON SOCIAL PRESENCE IN TEACHINGA FOREIGN LANGUAGE

Year 2018, Volume: 4 Issue: 2, 174 - 185, 30.12.2018

Sibel Ergün Elverici , Şirin Karadeniz

https://doi.org/10.34137/jilses.432263

Cited By: 1

Abstract

This study was carried out in order to reveal the effects of using social
media on social presence in foreign language teaching. Facebook was used as a
social media tool as part of the English lessons and 8^th grade
students who attended a private school in Istanbul participated in the study.
The students in the experimental group used social media for their foreign
language classes and the control group continued their technology supported
foreign language education. Technology supported foreign language education was
considered to be the education that involved learning management systems and
technological tools that support face-to-face education. Mixed research design
was used. For the quantitative part, data were collected with the social
presence scale and for the qualitative part face-to-face interview with
semi-structured interview technique took place. The quantitative data were
analyzed by using Kolmogorov-Smirnov test, independent samples t-test and
ANCOVA. For the qualitative part content analysis was used where knowledge
building model was also considered. Based on the findings, it was concluded
that students in the experimental group who had their classes with Facebook had
higher social presence in their foreign language lessons. 

Keywords

Social media, Facebook, social presence, technology supported foreign language education, connectivism

YABANCI DİL ÖĞRETİMİNDE SOSYAL MEDYA KULLANIMININ SOSYAL BURADALIK ÜZERİNE ETKİSİ

Abstract

        Bu çalışma yabancı dil
öğretiminde sosyal medya kullanımının memnuniyet ve başarı üzerine etkisini
ortaya koymak amacıyla yapılmıştır. İngilizce derslerinde Facebook sosyal medya
aracı olarak kullanılmış ve 8. sınıf öğrencileri çalışmaya katılmıştır. Deney
grubu yabancı dil derslerinde sosyal medyayı kullanırken kontrol grubu
teknoloji destekli yabancı dil eğitimini sürdürmüştür. Bu çalışmada teknoloji
destekli yabancı dil eğitimi öğrenme yönetim sistemlerini ve yüz yüze eğitimi
destekleyen teknolojik araçları içermektedir. Karmaışık araştırma deseni
kullanılmıştır. Nicel kısım için veriler memnuniyet anketi ve başarı testi ile
toplanmıştır. Nitel kısım için yarı yapılandırılmış görüşme ile yüz yüze
görüşme tekniğinden yararlanılmıştır. Nicel veriler Kolmogorov-Smirnov testi,
bağımsız örneklem t-testi ve ANCOVA kullanılarak analiz edilmiştir. Bilgi
oluşturma modelinin de dikkate alındığı nitel kısım için içerik analizi kullanılmıştır.
Deney grubunda derslerini Facebook ile alan öğrencilerin yabancı dil
derslerinde daha yüksek sosyal farkındalık düzeylerine sahip oldukları sonucuna
varılmıştır.

Keywords

Facebook, Sosyal medya, sosyal buradalık, teknoloji destekli yabancı dil eğitimi, bağlantıcılık

References

• Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: theory and empirical tests. The Internet and Higher Education, 11(2), 71-80.
• Akbari, E; Naderi, A.; Jan-Simons, R. & Pilot, A. (2016). Student engagement and foreign language learning through online social networks. Asian-Pacific Journal of Second and Foreign Language Education.1:4 1-22.
• Akgündüz, D. (2013). Fen eğitiminde harmanlanmış öğrenme ve sosyal medya destekli öğrenmenin öğrencilerin başarı, motivasyon,tutum ve kendi kendine öğrenme becerilerine etkisi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İlköğretim ana bilim dalı, Fen Bilgisi öğretmenliği dalı. Unpublished PhD dissertation.
• Arbaugh, J.B., Cleveland-Innes, M., Diaz, S.R., Garrison, D.R., Ice, P., Richardson, J.C., ve Swan, K.P. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education. 11 (3-4), 133-136.
• Blake, R.. (2008) Brave new digital classroom: Technology and foreign language learning. Washington; D.C: Georgetown University Press.
• Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. Instructional Technology and Distance Learning (ITDL), 6(1), 17-28.
• Borup, J., West, R., & Graham, C. (2011). Improving online social presence through asynchronous video. Internet and Higher Education, 15, 195-203.
• Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at The University of Cape Town. Communicatio, 35 (2), 185200.
• Boston, W., Díaz, S. R., Gibson, A. M., Ice, P., Richardson, J., & Swan, K. (2009). An exploration of the relationship between indicators of the Community of Inquiry framework and retention in online programs. Journal of Asynchronous Learning Networks, 13(3).
• Brick, B. (2011a). How effective are web 2.0 language learning sites in facilitating language learning? Compass: The Journal of Learning and Teaching at the University of Greenwich, 3, 57-63.
• Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem-A Yayıncılık.
• Cazden, C. (1986). “Classroom discourse”. In Handbook of research on teaching, 3rd ed., Edited by: Wittrock, M.C. 432-463. New York: Mac Millan.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
• Corder, S. P. (1981). Error analysis and Interlanguage. Oxford: Oxford University Press.
• Cross, J. (2006). Foreword. In Bonk, Curtis J. & Graham, Charles R. The Handbook of blended learning: Global perspectives, Local designs. San Francisco, CA: Pfeiffer.
• Edirisingha, P, Rizzi, C, Nie, M, & Rothwell, L (2007). Podcasting to provide teaching and learning support for an undergraduate module on English language and communication. Turkish Online Journal of Distance Education, 8(3), 87–107.
• Ellison, N. B. (2008). Introduction: Reshaping campus communication and community through social network sites. In G. Salaway, J. B. Caruso, & M. R. Nelson, The ECAR Study of Undergraduate Students and Information Technology, (Research Study, Vol. 8).
• Garrison, D. R. & Arbaugh, J.B. (2007). Researching the community of Inquiry Framework: Review, Issues, and Future Directions. The Internet and Higher Education, 10(3), 157-172.
• Garrison, D. R. (2011). E-learning in the 21st century: a framework for research and practice (2nd ed.. ed.). New York: New York: Routledge.
• Hackman, M. Z., & Walker, K. B. (1990). Instructional communication in the televised classroom: The effects of system design and teacher immediacy on student learning and satisfaction. Communication Education, 39(3), 196-206.
• Hargreaves, A. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change., 3(3-4), pp. 189–214
• Herrenkohl, L. R. & Guerra, M. R.1998. Participant structures, scientific discourse, and student engagement in fourth grade. Cognition and Instruction., 16: 431–473.
• Hodges, H. F. (2011). Preparing new nurses with complex science and problem-based learning. Journal of Nursing Education, 50(1), 7-12.
• Hollis, H. (2014). The impact of social media on social presence and student satisfaction in nursing education. The dissertation The University of Alabama.
• Hostetter, C., & Busch, M. (2006). Measuring up online: The relationship between social presence and student learning satisfaction. Journal of Scholarship of Teaching and Learning, 6(2), 1-12.
• Kalafat, Ö. ve Göktaş, Y. (2011). Sosyal ağların yükseköğretimde kullanımı: Gümüşhane Üniversitesi, Facebook örneği.5th International Computer & Instructional Technologies Symposium, Fırat University, Elazığ- Turkey.
• Karlin, S. (2007). Examining how youths interact online. School Board News, 73(4), 6-9.
• Ke, F. (2010). Examining online teaching, cognitive, and social presence for adult students. Computers & Education, 55(2), 808-820.
• Keleş, E. & Demirel, P. (2011). Bir sosyal ağ olarak Facebook'un formal eğitimde kullanımı.5th International Computer & Instructional Technologies Symposium, 22-24 September 2011. Fırat University, Elazığ-Turkey.
• Kikuchi, K, & Otsuka, T (2008). Investigating the use of social networking services in Japanese EFL classrooms. The JALT CALL Journal, 4(1), 40–52.
• Kwon, O.& Wen,Y. (2010). An empirical study of the factors affecting social network service use. Computers in Human Behaviour 26 (2) 254-263. Retrieved from http://dl.acm.org/citation.cfm?id=1668148 on10.03.2016.
• Leh, A. S. C. (2001). Computer-mediated communication and social presence in a distance learning environment. International Journal of Educational Telecommunications, 7(2), 109-128.
• Lehman, R. M., & Conceição, S. C. O. (2010). Creating a sense of presence in online teaching: How to "Be there" for distance learners. San Francisco: Jossey-Bass.
• Lenhart, A., Purcell, K., & Smith, A. (2010). Social media and mobile internet use among teens and young adults. Pewinternet.org, Retrieved from http://web.pewinternet.org/~/media/Files/Reports/2010/PIP_Social_Media_and_Young_Adults_Report_Final_with_to plines.pdf.
• Linder, R., Post, G., & Calabrese, K. (2012). Professional learning communities: Practices for successful implementation. Delta Kappa Gamma Bulletin, 78(3), 13-22).
• Lowenthal, P. R., & Dunlap, J. C. (2011, April). Investigating students’ perceptions of various instructional strategies to establish social presence. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
• Luke, L.L. (2006). Situating CALL in the broader methodological context of foreign language teaching and learning: Promises and possibilities, CALICO Monograph, 5, 21-41.
• Madge, C., Meek, J., Wellens, J.ve Hooley, T. (2009). Facebook, social integration and informal learning at University: 'It is more for socialising and talking to friends about work than for actually doing work'. Learning, Media and Technology. 34(2), 141-155.
• Marchand, G., & Gutierrez, A. (2011). The role of emotion in the learning process: Comparisons between online and face-to-face settings. Internet and Higher Education, 15, 150-160.
• Mason, R. ve Rennie, F. (2008). E-learning and social networking handbook: resources for higher education. New York: Routledge.Mayfield, A. (2010). What is Social Media, iCrossing, e‐book, s. 6. http://www.icrossing.co.uk/fileadmin/uploads/eBooks/What_is_Social_Media_iCrossing_ebook.pdf. Access date: 15.04.2016.
• Mazer, J. S., Murphy, R. &. Simonds, C. J. (2007). “I’ll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate.Communication Education Vol. 56, Iss. 1, 2007
• Motteram, G, & Sharma, P (2009). Blending learning in a web 2.0 world. International Journal of Emerging Technologies and Society, 7(2), 83–96.
• National School Boards Association (2007). Creating and connecting: Research and guidelines on social and educational networking.www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx. Access date: 15.08.2016.
• Özmen, F., Aküzüm, C., Sünkür, M. & Baysal, N. (2011). Sosyal ağ sitelerinin eğitsel ortamlardaki işlevselliği. 6th International Advanced Technologies Symposium (IATS’11), Elazığ, Turkey.
• Richardson, J., & Swan, K. (2003). Examining social presence in online courses in relation to students. JALN, 7(1), 68-81. Retrieved from https://www.ideals.illinois. edu/bitstream/handle/2142/18713/RichardsonSwan JALN7(1).pdf?sequence=2
• Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons.
• Siemens, G.(2005a).Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
• Siemens, G. (2005b).Connectivism: Learning as Network-Creation. ElearnSpace
• Silius, K., Miilumaki, T., Huhtamaki, J., Tebest, T., Merilainen, J. & Pohjolainen, S (2010). Students’ Motivations for Social Media Enhanced Studying and Learning. Knowledge Management & E-Learning: An International Journal, 2 (1), 51-67.
• Smith,F. (2009). How to use social-networking technology for learning. Access date 15. 11.2016 via http://www.edutopia.org/social-networking-how-to.
• Staples, D. S. (2009). Web 2.0 social networking sites. In M. Lytras, ve P. Ordóñez de Pablos (Eds.), Social Web Evolution: Integrating Semantic Applications and Web 2.0 Technologies, 57-75. Hershey, PA: Information Science Reference.
• Tu, C.-H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131-150.
• Wang, H. (2010). Eight ways to increase social presence in your online classes. Retrieved from Faculty Focus website: http://www.facultyfocus.com/articles/onlineeducation/eight-ways-to-increase-social-presence-in-your-online-classes.
• Yamada, M., & Akahori, K. (2007). Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives? Computer Assisted Language Learning, 20(1), 37-65
• Zhang, J., Scardamalia, S., Reeve, R., & Messina, R. (2009). Designs for Collective Cognitive Responsibility in Knowledge-Building Communities, Journal of the Learning Sciences (18), 7-44.