Abstract
References
- Akbari, E., Naderi, A., Simons, R. J., & Pilot, A. (2016). Student engagement and foreign language learning through online social networks. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 4.
- Akcaoglu, M., & Lee, E. (2018). Using Facebook groups to support social presence in online learning. Distance Education, 39(3), 334-352.
- Albayrak, D., & Yildirim, Z. (2015). Using social networking sites for teaching and learning: Students’ involvement in and acceptance of Facebook® as a course management system. Journal of Educational Computing Research, 52(2), 155-179.
- Anankulladetch, Phasita, “The Impact of Social Media on ESL Students’ Learning Performance” (2017). Capstone Projects and Master’s Theses. 135.
- Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & 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.
- Aydin, S. (2014). Foreign Language Learners’ Interactions with Their Teachers on Facebook. System, 42, 155-163. DOI:10.1016/j.system.2013.12.001.
Abstract
It is true that social media has a significant presence in today’s world and has become an integral part of our lives. Researchers have been trying to find ways to integrate social media to language classes to take advantage of the possibilities social media can offer such as fostering students’ engagement with the language, increasing their motivation and making them socially and collaboratively connected. The underlying idea behind this is to take advantage of the possibilities social media can offer to achieve a better learning environment resulting with more effective learning outcomes. Thus, this study seeks to understand and reveal the effects of integrating social media on students’ social presence and their attitudes to it when social media is integrated in foreign language classes. Facebook was used as part of high school students’ curriculum in English lessons. Explanatory mixed design was used. Data were analysed by using paired samples t-test and content analysis. The results of the study showed that there was no significant difference in students’ attitude to social media but there was a significant difference in their social presence.
References
- Akbari, E., Naderi, A., Simons, R. J., & Pilot, A. (2016). Student engagement and foreign language learning through online social networks. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 4.
- Akcaoglu, M., & Lee, E. (2018). Using Facebook groups to support social presence in online learning. Distance Education, 39(3), 334-352.
- Albayrak, D., & Yildirim, Z. (2015). Using social networking sites for teaching and learning: Students’ involvement in and acceptance of Facebook® as a course management system. Journal of Educational Computing Research, 52(2), 155-179.
- Anankulladetch, Phasita, “The Impact of Social Media on ESL Students’ Learning Performance” (2017). Capstone Projects and Master’s Theses. 135.
- Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & 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.
- Aydin, S. (2014). Foreign Language Learners’ Interactions with Their Teachers on Facebook. System, 42, 155-163. DOI:10.1016/j.system.2013.12.001.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | December 31, 2020 |
| Submission Date | January 20, 2020 |
| Published in Issue | Year 2021 Volume: 22 Issue: 1 |