Analysis of EFL Learners’ Language Proficiency Development Across Different Social Media Platforms
Keywords:educational platforms, language acquisition, social learning theory, social media
The shift of educational activities to the online environment due to the outbreak of Covid-19 has generated contentions regarding the effectiveness of social media in developing language proficiency. Also, determining appropriate social media platforms becomes essential. This study, therefore, aims to examine the differences in EFL learners’ development of different language skills across various social media platforms. The study adopted an online descriptive survey in which a self-develop questionnaire was used as a data-collection tool. The respondents comprise a randomly selected sample of 80 students from the first and second levels of the English undergraduate program at a Jordanian university. The data were analyzed using a non-parametric method consisting of Chi-square test and frequency statistics. According to the findings, EFL learners tend to develop reading skills, vocabulary, and pronunciation through Facebook, Twitter, and YouTube respectively. Additionally, significant differences exist in language proficiency development across social media platforms. This study is expected to provide useful information to educators in choosing the most appropriate platforms to supplement their instructional efforts based on learners’ needs.
Abdul Rahman, A. M., Azmi, M. N. L., Hassan, I. (2020). Improvement of English writing skills through blended learning among university students in Malaysia. Universal Journal of Educational Research, 8. 12, 7694-7701. doi: 10.13189/ujer.2020.082556
Al Momani, A. M. (2020). The effectiveness of social media application" Telegram Messenger" in improving students' reading skills: A case study of EFL learners at Ajloun University College/Jordan. Journal of Language Teaching and Research, 11. 3, 373-378. doi:10.17507/jltr.1103.05
Albashtawi, A., & Al Bataineh, K. (2020). The effectiveness of google classroom among EFL students in Jordan: An innovative teaching and learning online platform. International Journal of Emerging Technologies in Learning (iJET), 15. 11, 78-88.doi:10.3991/ijet.v15i11.12865
Al-Jarrah, J. M., Talafhah, R. H., & Al-Jarrah, T. M. (2019). Social networking sites and English language learning: Jordanian EFL Learners’ practices and experiences. European Journal of English Language Teaching, 4. 3, 1-36.doi:10.5281/zenodo.2537377
Al-Khalidi, I., & Khouni, O. (2021). Investigating the effectiveness of Social Media Platforms (SMPs) in English language teaching and learning from EFL students' perspectives. Journal of Applied Linguistics and Language Research, 8. 4, 46-64.
Allen M., Titsworth, S., & Hunt S. K. (2009). Quantitative research in communication. California: SAGE Publications, Inc.
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during the Covid-19 pandemic. Education and information technologies, 25. 6, 5261-5280.doi: 10.1007/s10639-020-10219-y
Al-Tamimi, M. F., Al-Khawaldeh, A. H., Natsheh, H. I. M. A., & Harazneh, A. A. (2018). The effect of using Facebook on improving English language writing skills and vocabulary enrichment among University of Jordan sophomore students. Journal of Social Sciences (COES & RJ-JSS), 7. 3, 187-214. Doi: 10.25255/jss.2018.7.3.187.214
Ariantini, K. P., Suwastini, N. K. A., Adnyani, N. L. P. S., Dantes, G. R., & Jayantini, I. G. A. S. R. (2021). Integrating social media into English language learning: How and to what benefits according to recent studies. NOBEL: Journal of Literature and Language Teaching, 12. 1, 92-111.doi: 10.15642/nobel.2021.12.1.91-111
Azmi, N. J., Hassan, I., Ab Rashid, R., Aziz, N. A., & Nasidi, Q. Y. (2021). Gender stereotypes in toy advertisements on social networking sites. Online Journal of Communication and Media Technologies, 11. 4, e202122. https://doi.org/10.30935/ojcmt/11212
Balakrishnan, V., & Gan, C. L. (2016). Students’ learning styles and their effects on the use of social media technology for learning. Telematics and Informatics, 33. 3, 808-821.doi: 10.1016/j.tele.2015.12.004
Bandura, A. (1971). Social learning theory: New York: General Learning Press.
Brooks, L. (2009). Social learning by design: The role of social media. Knowledge Quest, 37. 5, 58-61.
Deaton, S. (2015). Social learning theory in the age of social media: Implications for educational practitioners. Journal of Educational Technology, 12. 1, 1-6.
Hassan, I., Abdul Rahman, A. M., & Azmi, M. N. L. (2021a). Development of English writing skills through blended learning among ESL learners in Malaysia. Arab World English Journal, Special Issue on CALL. July 7, 377-389.doi:10.24093/awej/call7.26
Hassan, I., Gamji, B. M., Yahaya Nasidi, Q., & Azmi, M. N. L. (2021b). Challenges and benefits of Web 2.0-based learning among international students of English during the Covid-19 pandemic in Cyprus. Arab World English Journal, Special Issue on Covid-19 Challenges. April 4, 295-306. doi: 10.24093/awej/covid.22
Herring, S. C. (2013). Discourse in Web 2.0: Familiar, reconfigured, and emergent. In Tannen, D. & Tester, A. M. (eds.). Georgetown University Round Table on Languages and Linguistics 2011: Discourse 2.0: Language and new media (pp. 1-25). Washington, DC: Georgetown University Press,
Lombard, E. (2014). The spread of memes and social media: Online persona construction and offline lives in selected examples of film and television. PhD dissertation, University of Pretoria, South Africa.
Mayfield, A. (2008). What is social media? I Crossing. Retrieved August 25, 2009, from www.icrossing.co.uk/.../What_is_Social_Media_iCrossing_ebook.pdf.
Saed, H. A., Haider, A. S., Al-Salman, S., & Hussein, R. F. (2021). The use of YouTube in developing the speaking skills of Jordanian EFL university students. Heliyon, 7. 7, e07543.doi: 10.1016/j.heliyon.2021.e07543
Wimmer, R. D., & Dominick, J. R. (2003). Mass media research. Belmont, CA: Wadsworth.
Xodabande, I. (2017). The effectiveness of social media network telegram in teaching English language pronunciation to Iranian EFL learners. Cogent Education, 4. 1, 23-31.doi: 10.1080/2331186X.2017.1347081