Araştırma Makalesi
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Yıl 2019, Cilt: 1 Sayı: 1, 16 - 29, 12.04.2019

Öz

Kaynakça

  • Ainin, S., Naqshbandi, M. M., Moghavvemi, S., & Jaafar, N. I. (2015). Facebook usage, socialization and academic performance. Computers & Education, 83, 64-73.
  • Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. The Internet and Higher Education, 13(4), 188-196.
  • Aydın, S. (2010). A qualitative research on portfolio keeping in English as a foreign language writing. The Qualitative Report, 15(3), 475 - 488.
  • Aydın, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093-1106.
  • Aydın, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233.
  • Aydın, S. (2014). Foreign language learners' interactions with their teachers on Facebook. System, 42, 155-163.
  • Bani-Hani, N. A., Al-Sobh, M. A., & Abu-Melhim, A. R. H. (2014). Utilizing Facebook groups in teaching writing: Jordanian EFL students' perceptions and attitudes. International Journal of English Linguistics, 4(5), 27-34.
  • Baran, B. (2010). Facebook as a formal instructional environment. British Journal of Educational Technology, 41(6), 146-149.
  • Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17-28.
  • Blattner, G., & Lomicka, L. (2012). Facebooking and the social generation: A new era of language learning. Alsic, 15(1), 1-36.
  • Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communication: South African Journal for Communication Theory and Research, 35(2), 185-200.
  • Browning, L., Gerlich, R. N., & Westermann, L. (2011). The new HD classroom: A "Hyper Diverse" approach to engaging with students. Journal of Instructional Pedagogies, 5, 1-10. Retrieved on June 15, 2016 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.365.9620&rep=rep1&type=pdf
  • Butler, K. (2010). Tweeting your own horn. District Administration, 46(2), 41-44.
  • Carcary, M. (2009). The research audit trial: Enhancing trustworthiness in qualitative inquiry, The Electronic Journal of Business Research Methods, 7(1), 11 – 24.
  • Catanzaro, M. F. (2011). Indirect aggression, bullying and female teen victimization: A literature review. Pastoral Care in Education, 29(2), 83-101.
  • Cheung, C. M., Chiu, P. Y., & Lee, M. K. (2011). Online social networks: why do students use Facebook? Computers in Human Behavior, 27(4), 1337-1343.
  • Couros, A. (2008). Safety and social networking: How can we maximize the learning power of participatory web sites while ensuring students are protected and behave responsibly? Technology & Learning, 28(7), 20-23.
  • Cuesta, M., Eklund, M., Rydin, I., & Witt, A. K. (2015). Using Facebook as a co-learning community in higher education. Learning, Media and Technology, 41(1), 55-72.
  • Denzin, NK. (1978). Sociological methods. New York: McGraw-Hill.
  • DePew, K. E. (2011). Social media at academia’s periphery: Studying multilingual developmental writers’ Facebook composing strategies. Reading Matrix: An International Online Journal, 11(1), 54-75.
  • Ducate, L., & Lomicka, L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28.
  • Espinosa, L. F. (2015). The use of Facebook for educational purposes in EFL classrooms. Theory and Practice in Language Studies, 5(11), 2206-2211.
  • Godwin-Jones, R. (2008). Mobile computing technologies: Lighter, faster, smarter. Language Learning & Technology, 12(3), 3−9.
  • Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662-676.
  • Joinson, A. (2008). Looking at, looking up or keeping up with people? Motives and use of Facebook. In M. Czerwinski, A. Lund, & D. Tan (Eds.), CHI ‘08 proceedings of the SIGCHI conference on human factors in computing systems (pp. 1027–1036). New York, NY: ACM Press.
  • Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179-187.
  • Lee, K., & Ranta, L. (2014). Facebook: Facilitating social access and language acquisition for international students? TESL Canada Journal, 31(2), 22-50.
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: ‘It is more for socializing and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34(2), 141-155.
  • Manan, N., Alias, A., & Pandian, A. (2012). Utilizing a social networking website as an ESL pedagogical tool in a blended learning environment: An exploratory study. International Journal of Social Sciences & Education, 2(1), 1-9.
  • Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444-453.
  • Milošević, I., Živković, D., Arsić, S., & Manasijević, D. (2015). Facebook as virtual classroom–Social networking in learning and teaching among Serbian students. Telematics and Informatics, 32(4), 576-585.
  • Nadkarni, A., & Hofmann, S. G. (2012). Why do people use Facebook? Personality and Individual Differences, 52(3), 243-249.
  • Nkhoma, M., Cong, H. P., Au, B., Lam, T., Richardson, J., Smith, R., & El-Den, J. (2015). Facebook as a tool for learning purposes: Analysis of the determinants leading to improved students’ learning. Active Learning in Higher Education, 16(2), 87--101.
  • Ozturk, M., & Akgun, O. E. (2012). University students’ purposes in using social networking sites and their opinions on using these sites in education. Sakarya University Journal of Education, 2(3), 49-67.
  • Patton, MQ. (1999). Enhancing the quality and credibility of qualitative analysis. HSR: Health Services Research. 34(5), 1189-1208.
  • Patton, MQ. (2001). Qualitative evaluation and research methods. Thousand Oaks, CA: Sage Publications.
  • Peacock, M (1998). The Links between learner beliefs, teacher beliefs, and EFL proficiency. In Perspectives: Working Papers 10(1) 125-159. City University of Hong Kong.
  • Prescott, J., Wilson, S., & Becket, G. (2013). Facebook use in the learning environment: Do students want this? Learning, Media and Technology, 38(3), 345-350.
  • Razak, N. A., & Saeed, M. A. (2015). Transforming the EFL pedagogical approach towards digital age through online communities of practice. In International Conference on Social Sciences & Humanities (ICOSH-UKM2012) Theme: Knowledge for Social Transformation & Development in the 21st Century (Vol. 2, pp. 22-31).
  • Razak, N. A., Saeed, M., & Ahmad, Z. (2013). Adopting social networking sites (SNSs) as interactive communities among English foreign language (EFL) learners in writing: Opportunities and challenges. English Language Teaching, 6(11), 187.
  • Sánchez, R. A., Cortijo, V., & Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149.
  • Shafie, L. A., Yaacob, A., & Singh, P. K. K. (2016). Facebook activities and the investment of L2 learners. English Language Teaching, 9(8), 53-61.
  • Soner, O. (2007). The history of foreign language teaching in Turkey. Marmara University, Institute of Social Sciences Journal, 7(28), 397-404.
  • Tananuraksakul, N. (2015). An investigation into the impact of Facebook group usage on students' affect in language in a Thai context. International Journal of Teaching and Learning in Higher Education, 27(2), 235-246.
  • Terantino, J. & Graf, K. (2011). Using Facebook in the language classroom as part of the Net Generation Curriculum. The Language Educator, 11, 44-45. Retrieved on June, 15 from http://ww.actfl.org/sites/default/files/pdfs/TLEsamples/TLE_Nov11_Article.pdf
  • Ulusoy, A. & Bostancı, M. (2014). Children’s social media use and the role of parents. The Journal of Academic Social Science Studies, 28(5), 559 – 572.

A Qualitative Research on Foreign Language Learners’ Perceptions of Facebook as a Learning Environment

Yıl 2019, Cilt: 1 Sayı: 1, 16 - 29, 12.04.2019

Öz

Although the use of Facebook in EFL education is relatively new, it may bring a potential to promote communicative and productive skills. This study aims to explore Turkish EFL learners’ perception of Facebook regarding their reasons to use it, perceived harmful effects and the utilization of Facebook as a language learning environment. The study was conducted with 30 preservice EFL teachers studying at the department of English Language Teaching (ELT) at Balıkesir University. The study followed a qualitative tradition. The data were gathered through reflections, essay papers and interviews. The findings showed that EFL learners use Facebook for communication and interaction even if they perceive several harmful effects. Moreover, EFL learners regarded Facebook as an educational environment and as a foreign language learning environment. Thus, EFL teachers are recommended to be trained in the use of social media in the foreign language teaching and learning processes. In addition, the curricula of the EFL teacher training programs should include a specific course focusing on topics to raise awareness of the use of Facebook as a language learning environment.

Kaynakça

  • Ainin, S., Naqshbandi, M. M., Moghavvemi, S., & Jaafar, N. I. (2015). Facebook usage, socialization and academic performance. Computers & Education, 83, 64-73.
  • Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. The Internet and Higher Education, 13(4), 188-196.
  • Aydın, S. (2010). A qualitative research on portfolio keeping in English as a foreign language writing. The Qualitative Report, 15(3), 475 - 488.
  • Aydın, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093-1106.
  • Aydın, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233.
  • Aydın, S. (2014). Foreign language learners' interactions with their teachers on Facebook. System, 42, 155-163.
  • Bani-Hani, N. A., Al-Sobh, M. A., & Abu-Melhim, A. R. H. (2014). Utilizing Facebook groups in teaching writing: Jordanian EFL students' perceptions and attitudes. International Journal of English Linguistics, 4(5), 27-34.
  • Baran, B. (2010). Facebook as a formal instructional environment. British Journal of Educational Technology, 41(6), 146-149.
  • Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17-28.
  • Blattner, G., & Lomicka, L. (2012). Facebooking and the social generation: A new era of language learning. Alsic, 15(1), 1-36.
  • Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communication: South African Journal for Communication Theory and Research, 35(2), 185-200.
  • Browning, L., Gerlich, R. N., & Westermann, L. (2011). The new HD classroom: A "Hyper Diverse" approach to engaging with students. Journal of Instructional Pedagogies, 5, 1-10. Retrieved on June 15, 2016 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.365.9620&rep=rep1&type=pdf
  • Butler, K. (2010). Tweeting your own horn. District Administration, 46(2), 41-44.
  • Carcary, M. (2009). The research audit trial: Enhancing trustworthiness in qualitative inquiry, The Electronic Journal of Business Research Methods, 7(1), 11 – 24.
  • Catanzaro, M. F. (2011). Indirect aggression, bullying and female teen victimization: A literature review. Pastoral Care in Education, 29(2), 83-101.
  • Cheung, C. M., Chiu, P. Y., & Lee, M. K. (2011). Online social networks: why do students use Facebook? Computers in Human Behavior, 27(4), 1337-1343.
  • Couros, A. (2008). Safety and social networking: How can we maximize the learning power of participatory web sites while ensuring students are protected and behave responsibly? Technology & Learning, 28(7), 20-23.
  • Cuesta, M., Eklund, M., Rydin, I., & Witt, A. K. (2015). Using Facebook as a co-learning community in higher education. Learning, Media and Technology, 41(1), 55-72.
  • Denzin, NK. (1978). Sociological methods. New York: McGraw-Hill.
  • DePew, K. E. (2011). Social media at academia’s periphery: Studying multilingual developmental writers’ Facebook composing strategies. Reading Matrix: An International Online Journal, 11(1), 54-75.
  • Ducate, L., & Lomicka, L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28.
  • Espinosa, L. F. (2015). The use of Facebook for educational purposes in EFL classrooms. Theory and Practice in Language Studies, 5(11), 2206-2211.
  • Godwin-Jones, R. (2008). Mobile computing technologies: Lighter, faster, smarter. Language Learning & Technology, 12(3), 3−9.
  • Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662-676.
  • Joinson, A. (2008). Looking at, looking up or keeping up with people? Motives and use of Facebook. In M. Czerwinski, A. Lund, & D. Tan (Eds.), CHI ‘08 proceedings of the SIGCHI conference on human factors in computing systems (pp. 1027–1036). New York, NY: ACM Press.
  • Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179-187.
  • Lee, K., & Ranta, L. (2014). Facebook: Facilitating social access and language acquisition for international students? TESL Canada Journal, 31(2), 22-50.
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: ‘It is more for socializing and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34(2), 141-155.
  • Manan, N., Alias, A., & Pandian, A. (2012). Utilizing a social networking website as an ESL pedagogical tool in a blended learning environment: An exploratory study. International Journal of Social Sciences & Education, 2(1), 1-9.
  • Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444-453.
  • Milošević, I., Živković, D., Arsić, S., & Manasijević, D. (2015). Facebook as virtual classroom–Social networking in learning and teaching among Serbian students. Telematics and Informatics, 32(4), 576-585.
  • Nadkarni, A., & Hofmann, S. G. (2012). Why do people use Facebook? Personality and Individual Differences, 52(3), 243-249.
  • Nkhoma, M., Cong, H. P., Au, B., Lam, T., Richardson, J., Smith, R., & El-Den, J. (2015). Facebook as a tool for learning purposes: Analysis of the determinants leading to improved students’ learning. Active Learning in Higher Education, 16(2), 87--101.
  • Ozturk, M., & Akgun, O. E. (2012). University students’ purposes in using social networking sites and their opinions on using these sites in education. Sakarya University Journal of Education, 2(3), 49-67.
  • Patton, MQ. (1999). Enhancing the quality and credibility of qualitative analysis. HSR: Health Services Research. 34(5), 1189-1208.
  • Patton, MQ. (2001). Qualitative evaluation and research methods. Thousand Oaks, CA: Sage Publications.
  • Peacock, M (1998). The Links between learner beliefs, teacher beliefs, and EFL proficiency. In Perspectives: Working Papers 10(1) 125-159. City University of Hong Kong.
  • Prescott, J., Wilson, S., & Becket, G. (2013). Facebook use in the learning environment: Do students want this? Learning, Media and Technology, 38(3), 345-350.
  • Razak, N. A., & Saeed, M. A. (2015). Transforming the EFL pedagogical approach towards digital age through online communities of practice. In International Conference on Social Sciences & Humanities (ICOSH-UKM2012) Theme: Knowledge for Social Transformation & Development in the 21st Century (Vol. 2, pp. 22-31).
  • Razak, N. A., Saeed, M., & Ahmad, Z. (2013). Adopting social networking sites (SNSs) as interactive communities among English foreign language (EFL) learners in writing: Opportunities and challenges. English Language Teaching, 6(11), 187.
  • Sánchez, R. A., Cortijo, V., & Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149.
  • Shafie, L. A., Yaacob, A., & Singh, P. K. K. (2016). Facebook activities and the investment of L2 learners. English Language Teaching, 9(8), 53-61.
  • Soner, O. (2007). The history of foreign language teaching in Turkey. Marmara University, Institute of Social Sciences Journal, 7(28), 397-404.
  • Tananuraksakul, N. (2015). An investigation into the impact of Facebook group usage on students' affect in language in a Thai context. International Journal of Teaching and Learning in Higher Education, 27(2), 235-246.
  • Terantino, J. & Graf, K. (2011). Using Facebook in the language classroom as part of the Net Generation Curriculum. The Language Educator, 11, 44-45. Retrieved on June, 15 from http://ww.actfl.org/sites/default/files/pdfs/TLEsamples/TLE_Nov11_Article.pdf
  • Ulusoy, A. & Bostancı, M. (2014). Children’s social media use and the role of parents. The Journal of Academic Social Science Studies, 28(5), 559 – 572.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Original Article
Yazarlar

Selami Aydın

Emrah Özdemir

Yayımlanma Tarihi 12 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 1 Sayı: 1

Kaynak Göster

APA Aydın, S., & Özdemir, E. (2019). A Qualitative Research on Foreign Language Learners’ Perceptions of Facebook as a Learning Environment. Language and Technology, 1(1), 16-29.

Language and Technology