THE UTILIZATION OF SOCIAL MEDIA IN EFL HIGHER EDUCATION CLASSROOM CONTEXT
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Abstract
This study aims to explore how EFL students use social media to learn English. This exploratory study investigated the use of social media platforms for English language acquisition. The data were obtained through a survey and a semi-structured interview. Sixty-seven students responded to the questionnaire and ten students were purposively selected from the participants who responded to the questionnaire for an interview. Quantitative data from the questionnaire were analyzed using basic statistical methods, whilst interview data were evaluated using phenomenological case analysis and thematic coding. Students utilize numerous social media platforms, including Instagram and Facebook, according to the research. The findings indicate that students spent more time utilizing social media for non-academic objectives than for English study. However, they demonstrated a favorable attitude toward the use of social media in English language acquisition. Students believe social media has a significant influence in enhancing their English language skills. In addition, it encourages students to use social media to improve their English language skills.
Keywords: ICT, social media, EFL classroom
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References
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Aldukhayel, D. (2021). Vlogs in L2 listening: EFL learners’ and teachers’ perceptions. Computer Assisted Language Learning, 34(8), 1085–1104. https://doi.org/10.1080/09588221.2019.1658608
Aloraini, N., & Cardoso, W. (2020). Social media in language learning: a mixed-methods investigation of students’ perceptions. Computer Assisted Language Learning, 0(0), 1–24. https://doi.org/10.1080/09588221.2020.1830804
Andrei, E. (2019). Adolescent English learners’ use of digital technology in the classroom. Educational Forum, 83(1), 102–120. https://doi.org/10.1080/00131725.2018.1478474
Bicen, H., & Beheshti, M. (2022). Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments, 30(3), 498–526. https://doi.org/10.1080/10494820.2019.1666285
Creswell, J. ., & Creswell, J. . (2018). Research design: Qualitative, quantitative and mixed-methods researches (5th ed.). Sage Publication Inc. .
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design choosing among five approaches (4th Edition ed.). In Journal of Materials Processing Technology (Vol. 1, Issue 1). California: Sage Publishing.
Ding, A. C. E., Ottenbreit-Leftwich, A., Lu, Y. H., & Glazewski, K. (2019). EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education, 35(1), 20–39. https://doi.org/10.1080/21532974.2018.1537816
Eisenlauer, V. (2020). The EFL-YouTube remix: Empowering multimodal and computational literacies for EFL purposes. Journal of Visual Literacy, 39(3–4), 149–166. https://doi.org/10.1080/1051144X.2020.1826220
Erarslan, A. (2019). Instagram as an education platform for EFL learners. TOJET: The Turkish Online Journal of Educational Technology, 18(3), 54–69.
Etemadfar, P., Soozandehfar, S. M. A., & Namaziandost, E. (2020). An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1835150
Gao, F. (2020). Investigating Chinese learners’ interactions in relation to gender and sexuality in the ESL classroom in the UK. Journal of Language, Identity and Education, 19(4), 246–259. https://doi.org/10.1080/15348458.2019.1655424
García-Gómez, A. (2022). Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships. Computer Assisted Language Learning, 35(5–6), 1310–1328. https://doi.org/10.1080/09588221.2020.1799822
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
Ho, J. (2020). Gamifying the flipped classroom: How to motivate Chinese ESL learners? Innovation in Language Learning and Teaching, 14(5), 421–435. https://doi.org/10.1080/17501229.2019.1614185
Jadallah, M., Kang, H. S., Hund, A. M., & Kirby, E. M. (2020). The indexical nature of classroom discourse: the role of technology integration. Classroom Discourse, 11(1), 41–60. https://doi.org/10.1080/19463014.2019.1573691
Jiang, W., & Eslami, Z. R. (2021). Effects of computer-mediated collaborative writing on individual EFL writing performance. Computer Assisted Language Learning, 0(0), 1–30. https://doi.org/10.1080/09588221.2021.1893753
Karakaş, A., & Yükselir, C. (2021). Engaging pre-service EFL teachers in reflection through video-mediated team micro-teaching and guided discussions. Reflective Practice, 22(2), 159–172. https://doi.org/10.1080/14623943.2020.1860927
Kurniawati, N., Maolida, E. H., & Anjaniputra, A. G. (2018). The praxis of digital literacy in the EFL classroom: Digital-immigrant vs digital-native teacher. Indonesian Journal of Applied Linguistics, 8(1), 28–37. https://doi.org/10.17509/ijal.v8i1.11459
Lai, C. (2019). Learning beliefs and autonomous language learning with technology beyond the classroom. Language Awareness, 28(4), 291–309. https://doi.org/10.1080/09658416.2019.1675679
Lambton-Howard, D., Kiaer, J., & Kharrufa, A. (2021). ‘Social media is their space’: student and teacher use and perception of features of social media in language education. Behaviour and Information Technology, 40(16), 1700–1715. https://doi.org/10.1080/0144929X.2020.1774653
Lee, S., Kuo, L. J., Xu, Z., & Hu, X. (2022). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis. Computer Assisted Language Learning, 35(5–6), 1106–1137. https://doi.org/10.1080/09588221.2020.1774612
Luan, L., Liang, J. C., Chai, C. S., Lin, T. Bin, & Dong, Y. (2020). Development of the new media literacy scale for EFL learners in China: a validation study. Interactive Learning Environments, 0(0), 1–14. https://doi.org/10.1080/10494820.2020.1774396
Ma, M., Chen, J., Zheng, P., & Wu, Y. (2022). Factors affecting EFL teachers’ affordance transfer of ICT resources in China. Interactive Learning Environments, 30(6), 1044–1059. https://doi.org/10.1080/10494820.2019.1709210
Mulyono, H., & Saskia, R. (2021). Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1911282
Nazari, N., Nafissi, Z., Estaji, M., Marandi, S. S., & Wang, S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1–26. https://doi.org/10.1080/2331186X.2019.1632010
Park, M., & Son, J. B. (2022). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 42(2), 320–334. https://doi.org/10.1080/02188791.2020.1815649
Raygan, A., & Moradkhani, S. (2020). Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 0(0), 1–22. https://doi.org/10.1080/09588221.2020.1839106
Roohani, A., & Heidari Vincheh, M. (2021). Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs. Computer Assisted Language Learning, 0(0), 1–25. https://doi.org/10.1080/09588221.2021.1929325
Shih, H-C J., & Huang, S-H C. (2022). EFL learners’ metacognitive development in flipped learning: a comparative study. Interactive Learning Environments, 30(8), 1448–1460. https://doi.org/10.1080/10494820.2020.1728343
Smith, H., & Townsend, S. D. C. (2021). Investigating the efficacy of utilizing 360° camera technology as a language teaching and learning tool in a science content based EFL classroom. Innovation in Language Learning and Teaching, 15(2), 143–155. https://doi.org/10.1080/17501229.2019.1710515
Sun, Y., Wang, G., & Feng, H. (2021). Linguistic studies on social media: A bibliometric analysis. SAGE Open, 11(3). https://doi.org/10.1177/21582440211047572
Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners’ classes: language teachers’ perceptions. Computer Assisted Language Learning, 33(8), 982–1006. https://doi.org/10.1080/09588221.2019.1618876
Tai, K. W. H., & Brandt, A. (2018). Creating an imaginary context: teacher’s use of embodied enactments in addressing learner initiatives in a beginner-level adult ESOL classroom. Classroom Discourse, 9(3), 244–266. https://doi.org/10.1080/19463014.2018.1496345
Timpe-Laughlin, V., Sydorenko, T., & Daurio, P. (2022). Using spoken dialogue technology for L2 speaking practice: what do teachers think? Computer Assisted Language Learning, 35(5–6), 1194–1217. https://doi.org/10.1080/09588221.2020.1774904
Tragant, E., Pinyana, À., Mackay, J., & Andria, M. (2020). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2020.1854310
Tsai, S. C. (2022). Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing. Computer Assisted Language Learning, 35(5–6), 1250–1272. https://doi.org/10.1080/09588221.2020.1799412
Tsai, Y. R. (2021). Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives. Computer Assisted Language Learning, 34(7), 979–1011. https://doi.org/10.1080/09588221.2019.1650779
Tümen Akyıldız, S., & Çelik, V. (2022). Using WhatsApp to support EFL reading comprehension skills with Turkish early secondary learners. Language Learning Journal, 50(5), 650–666. https://doi.org/10.1080/09571736.2020.1865433
Vivakaran, M. V., & Neelamalar, M. (2018). Utilization of social media platforms for educational purposes among the faculty of higher education with special reference to Tamil Nadu. Higher Education for the Future, 5(1), 4–19. https://doi.org/10.1177/2347631117738638
Vögelin, C., Jansen, T., Keller, S. D., & Möller, J. (2021). The impact of vocabulary and spelling on judgments of ESL essays: an analysis of teacher comments. Language Learning Journal, 49(6), 631–647. https://doi.org/10.1080/09571736.2018.1522662
Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297–323. https://doi.org/10.1080/09588221.2019.1607881
Wongsa, M., & Son, J. B. (2022). Enhancing Thai secondary school students’ English speaking skills, attitudes and motivation with drama-based activities and Facebook. Innovation in Language Learning and Teaching, 16(1), 41–52. https://doi.org/10.1080/17501229.2020.1853134
Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696–742. https://doi.org/10.1080/09588221.2020.1744666
Aldukhayel, D. (2021). Vlogs in L2 listening: EFL learners’ and teachers’ perceptions. Computer Assisted Language Learning, 34(8), 1085–1104. https://doi.org/10.1080/09588221.2019.1658608
Aloraini, N., & Cardoso, W. (2020). Social media in language learning: a mixed-methods investigation of students’ perceptions. Computer Assisted Language Learning, 0(0), 1–24. https://doi.org/10.1080/09588221.2020.1830804
Andrei, E. (2019). Adolescent English learners’ use of digital technology in the classroom. Educational Forum, 83(1), 102–120. https://doi.org/10.1080/00131725.2018.1478474
Bicen, H., & Beheshti, M. (2022). Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments, 30(3), 498–526. https://doi.org/10.1080/10494820.2019.1666285
Creswell, J. ., & Creswell, J. . (2018). Research design: Qualitative, quantitative and mixed-methods researches (5th ed.). Sage Publication Inc. .
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design choosing among five approaches (4th Edition ed.). In Journal of Materials Processing Technology (Vol. 1, Issue 1). California: Sage Publishing.
Ding, A. C. E., Ottenbreit-Leftwich, A., Lu, Y. H., & Glazewski, K. (2019). EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education, 35(1), 20–39. https://doi.org/10.1080/21532974.2018.1537816
Eisenlauer, V. (2020). The EFL-YouTube remix: Empowering multimodal and computational literacies for EFL purposes. Journal of Visual Literacy, 39(3–4), 149–166. https://doi.org/10.1080/1051144X.2020.1826220
Erarslan, A. (2019). Instagram as an education platform for EFL learners. TOJET: The Turkish Online Journal of Educational Technology, 18(3), 54–69.
Etemadfar, P., Soozandehfar, S. M. A., & Namaziandost, E. (2020). An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1835150
Gao, F. (2020). Investigating Chinese learners’ interactions in relation to gender and sexuality in the ESL classroom in the UK. Journal of Language, Identity and Education, 19(4), 246–259. https://doi.org/10.1080/15348458.2019.1655424
García-Gómez, A. (2022). Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships. Computer Assisted Language Learning, 35(5–6), 1310–1328. https://doi.org/10.1080/09588221.2020.1799822
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
Ho, J. (2020). Gamifying the flipped classroom: How to motivate Chinese ESL learners? Innovation in Language Learning and Teaching, 14(5), 421–435. https://doi.org/10.1080/17501229.2019.1614185
Jadallah, M., Kang, H. S., Hund, A. M., & Kirby, E. M. (2020). The indexical nature of classroom discourse: the role of technology integration. Classroom Discourse, 11(1), 41–60. https://doi.org/10.1080/19463014.2019.1573691
Jiang, W., & Eslami, Z. R. (2021). Effects of computer-mediated collaborative writing on individual EFL writing performance. Computer Assisted Language Learning, 0(0), 1–30. https://doi.org/10.1080/09588221.2021.1893753
Karakaş, A., & Yükselir, C. (2021). Engaging pre-service EFL teachers in reflection through video-mediated team micro-teaching and guided discussions. Reflective Practice, 22(2), 159–172. https://doi.org/10.1080/14623943.2020.1860927
Kurniawati, N., Maolida, E. H., & Anjaniputra, A. G. (2018). The praxis of digital literacy in the EFL classroom: Digital-immigrant vs digital-native teacher. Indonesian Journal of Applied Linguistics, 8(1), 28–37. https://doi.org/10.17509/ijal.v8i1.11459
Lai, C. (2019). Learning beliefs and autonomous language learning with technology beyond the classroom. Language Awareness, 28(4), 291–309. https://doi.org/10.1080/09658416.2019.1675679
Lambton-Howard, D., Kiaer, J., & Kharrufa, A. (2021). ‘Social media is their space’: student and teacher use and perception of features of social media in language education. Behaviour and Information Technology, 40(16), 1700–1715. https://doi.org/10.1080/0144929X.2020.1774653
Lee, S., Kuo, L. J., Xu, Z., & Hu, X. (2022). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis. Computer Assisted Language Learning, 35(5–6), 1106–1137. https://doi.org/10.1080/09588221.2020.1774612
Luan, L., Liang, J. C., Chai, C. S., Lin, T. Bin, & Dong, Y. (2020). Development of the new media literacy scale for EFL learners in China: a validation study. Interactive Learning Environments, 0(0), 1–14. https://doi.org/10.1080/10494820.2020.1774396
Ma, M., Chen, J., Zheng, P., & Wu, Y. (2022). Factors affecting EFL teachers’ affordance transfer of ICT resources in China. Interactive Learning Environments, 30(6), 1044–1059. https://doi.org/10.1080/10494820.2019.1709210
Mulyono, H., & Saskia, R. (2021). Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1911282
Nazari, N., Nafissi, Z., Estaji, M., Marandi, S. S., & Wang, S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1–26. https://doi.org/10.1080/2331186X.2019.1632010
Park, M., & Son, J. B. (2022). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 42(2), 320–334. https://doi.org/10.1080/02188791.2020.1815649
Raygan, A., & Moradkhani, S. (2020). Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 0(0), 1–22. https://doi.org/10.1080/09588221.2020.1839106
Roohani, A., & Heidari Vincheh, M. (2021). Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs. Computer Assisted Language Learning, 0(0), 1–25. https://doi.org/10.1080/09588221.2021.1929325
Shih, H-C J., & Huang, S-H C. (2022). EFL learners’ metacognitive development in flipped learning: a comparative study. Interactive Learning Environments, 30(8), 1448–1460. https://doi.org/10.1080/10494820.2020.1728343
Smith, H., & Townsend, S. D. C. (2021). Investigating the efficacy of utilizing 360° camera technology as a language teaching and learning tool in a science content based EFL classroom. Innovation in Language Learning and Teaching, 15(2), 143–155. https://doi.org/10.1080/17501229.2019.1710515
Sun, Y., Wang, G., & Feng, H. (2021). Linguistic studies on social media: A bibliometric analysis. SAGE Open, 11(3). https://doi.org/10.1177/21582440211047572
Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners’ classes: language teachers’ perceptions. Computer Assisted Language Learning, 33(8), 982–1006. https://doi.org/10.1080/09588221.2019.1618876
Tai, K. W. H., & Brandt, A. (2018). Creating an imaginary context: teacher’s use of embodied enactments in addressing learner initiatives in a beginner-level adult ESOL classroom. Classroom Discourse, 9(3), 244–266. https://doi.org/10.1080/19463014.2018.1496345
Timpe-Laughlin, V., Sydorenko, T., & Daurio, P. (2022). Using spoken dialogue technology for L2 speaking practice: what do teachers think? Computer Assisted Language Learning, 35(5–6), 1194–1217. https://doi.org/10.1080/09588221.2020.1774904
Tragant, E., Pinyana, À., Mackay, J., & Andria, M. (2020). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2020.1854310
Tsai, S. C. (2022). Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing. Computer Assisted Language Learning, 35(5–6), 1250–1272. https://doi.org/10.1080/09588221.2020.1799412
Tsai, Y. R. (2021). Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives. Computer Assisted Language Learning, 34(7), 979–1011. https://doi.org/10.1080/09588221.2019.1650779
Tümen Akyıldız, S., & Çelik, V. (2022). Using WhatsApp to support EFL reading comprehension skills with Turkish early secondary learners. Language Learning Journal, 50(5), 650–666. https://doi.org/10.1080/09571736.2020.1865433
Vivakaran, M. V., & Neelamalar, M. (2018). Utilization of social media platforms for educational purposes among the faculty of higher education with special reference to Tamil Nadu. Higher Education for the Future, 5(1), 4–19. https://doi.org/10.1177/2347631117738638
Vögelin, C., Jansen, T., Keller, S. D., & Möller, J. (2021). The impact of vocabulary and spelling on judgments of ESL essays: an analysis of teacher comments. Language Learning Journal, 49(6), 631–647. https://doi.org/10.1080/09571736.2018.1522662
Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297–323. https://doi.org/10.1080/09588221.2019.1607881
Wongsa, M., & Son, J. B. (2022). Enhancing Thai secondary school students’ English speaking skills, attitudes and motivation with drama-based activities and Facebook. Innovation in Language Learning and Teaching, 16(1), 41–52. https://doi.org/10.1080/17501229.2020.1853134
Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696–742. https://doi.org/10.1080/09588221.2020.1744666