Learners’ perceptions on using social networking sites to reinforce their linguistic performance

Abstract

The unprecedented progress in digital appliances nowadays resulted in increasing reliance on the use of technology, which facilitated construction of knowledge including the acquisition of languages (Thorne, 2010). Formal education has developed drastically and neither educators nor classroom input is perceived as the only source of information; unlimited resources exist for learners to construct knowledge (Benson, 2007). Online applications foster learners’ autonomy and independence and encourage them to practise the target language in authentic situations using different tools like Social Networking Sites (SNSs). Recent studies signal how SNSs increase learners’ motivation (Aydin, 2014), interaction and socialization (Ryberg & Christiansen, 2008), and pragmatic and linguistic proficiency (Blake, 1998). The more language learners have opportunities to use them effectively; the greater improvement in their multiliteracy and digital skills is (Chartrand, 2012). This study aims at investigating the perceptions of undergraduate learners on SNSs and the extent to which they benefit from them to reinforce their linguistic performance. The data are collected from a survey questionnaire through closed-ended and open-ended items. The analysis shows the participants’ perceptions that SNSs can help improve oral and communication skills, yet they could not get the much benefit from these platforms in improving writing techniques and knowledge of grammar. The data also signal the participants’ concerns and limitations in using language-learning applications like Livemocha, iTalki, Lang-8, Hello-Hello, Duolingo, Palabea, and other relevant ones. They attributed this to lack of training on using these resources. This study provides implications of using these digital platforms.

Keywords

• social networking sites; linguistic performance; learner autonomy; motivation; online applications

References

1. Al Ghazali, F. (2018a). Understanding the Sociolinguistic Variation in EFL among Arab Siblings. Journal of Language and Linguistics Studies. V. 14/4, (3.1-315).
2. Al Ghazali, F. (2018b). Independent Language Learners in ESOL. The TESOL Encyclopaedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Shehadeh), Hoboken, USA: John Wiley & Sons, Inc.
3. Almarwaey, A. (2017). Using social-networking sites in learning English language and students' self-efficacy. US-China Education Review 7(5), , 246-254.
4. Aydin, S. (2014). Foreign language learners’ interactions with their teachers on Facebook. System, 42, 155-163.
5. Benson, P. (2007). Autonomy in Language Teaching and Learning. Language Teaching 40, 21-40.
6. Blake, R. (1998). The role of technology in second language learning. In H. Byrnes (ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 209-237). New York: Modern Language Association.
7. Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. Instructional Technology and Distance Learning, (ITDL), 6(1), 17−28.
8. Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL teachers’ familiarity with and opinion on internet-based teaching of writing. English Language Teaching, 9(1), 199-208.

9. Chambers, J. K. (1995). Sociolinguistic Theory: Linguistic Variation and Its Social Significance. Oxford: Blackwell Publishing Ltd.
10. Chapelle, C.A. (1997) CALL in the year 2000: Still in search of research paradigms? Language Learning and Technology, 2 (1): 22-34.
11. Chartrand, R. (2012). Social networking for language learners: Creating meaningful output with Web 2.0 tools. Knowledge Management and E-learning: An International Journal, 4 (1), 97-101.
12. Clark, C., & Gruba, P. (2010). The use of social networking sites for foreign language learning: An autoethnographic study of Live Mocha. Proceedings Ascilite, 164-173.
13. Dörnyei, Z. (2003). Questionnaires in Second Language Research: Construction, . New Jersey, USA: Lawrence Erlbaum Associates.
14. Go-Gulf. (2013, June 04). Social Media Usage in Middle East: Statistics and Figures. Retrieved April 02, 2018, from Go-Gulf: https://www.go-gulf.ae/blog/social-media-middle-east/
15. Harrison, R. (2013). Profiles in online communities: social network sites for language learning – Live Mocha revisited. In M. a. Lamy (ed.), Social Networking for Language Education (pp. 100-116). Basingstoke, UK: Palgrave Macmillan.
16. Harrison, R. a. (2009). Identity in online communities: Social networking sites and language learning. International Journal of Emerging Technologies and Society, 7/(2), 109-124.
17. Hodges, C. B. (2013). Suggestions for the design of e-learning environments to enhance learner self-efficacy. IADIS International Conference (pp. 10-16). Texas: USA.
18. Karpati, A. (2009). Web 2 technologies for net native language learners: a social CALL. ReCALL, 139-156.
19. Komatsu, S. (2011). Sosharu media to gaikokugo gakushu, education –furansugo no atarashii manabi no tameni (Social media and learning foreign languages: A new approach for learning French). Archives of Rencontres Pédagogiques du Kansai, 76-80.
20. Krashen, S. (1994). The input hypothesis and its rivals. In N. C. Ellis (ed.), Implicit and explicit learning of languages (pp. 45–78). San Diego, CA: Academic Press.
21. Kroonenberg, N. (1995). Developing communicative and thinking skills via e mail. TESOL J 4(2), 24-27.
22. Long, M. (1996) The role of the linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T. (eds.), Handbook of second language acquisition. San Diego: Academic Press: 413–468.
23. Lantolf, J. P. (2000). Sociocultural Theory and Second Language Learning. Oxford: OUP
24. Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 28 (2), 345–368.
25. Mitchell, K. (2012). A social tool: Why and how ESOL students use Facebook. CALICO Journal, 29 (3), 471-493.
26. Ryberg, T., & Christiansen, E. (2008). Community and social network sites as Technology Enhanced Learning Environments. Technology, Pedagogy & Education 17, 207-219.
27. Samano, A. (2014). Learning English in the Social Media: A Resource to Keep Learning Outside the Classroom. Retrieved April 2018, from ResearchGate: https://www.researchgate.net/publication/266853314
28. Stevenson, M. P., & Liu, M. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, 27 (1), 233-259.
29. Swain, M. and Lapkin, S. (1995) Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16: 371-391, p. 371.
30. Thorne, S. L. (2010). The Intercultural turn and language learning in the crucible of new media. In F. H. Guth (ed.), Telecollaboration 2.0 for Language and Intercultural Learning (pp. 139-164). Bern: Peter Lang.
31. Villano, M. (2007). Social revolution. Campus Technology, 20(5), 40–45.
32. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
33. Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55(4), 1494-1503.