ESL Learning via Facebook Among Science and Non-Science University Students

Kasuma, Shaidatul Akma Adi

doi:10.4018/ijvple.2021070101

Cited by 4 publications

(3 citation statements)

References 46 publications

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“…The finding supports Kasuma and Tan (2019) 's research on university students' text preference in an online task. According to the study, the students were more interested in non-academic texts, especially creative texts such as short stories and extracts from popular novels and poems.…”

Section: Discussionsupporting

confidence: 87%

Motivation to Read Authentic Narrative Texts: A Focus on Pre-University Students in an ESL Class

Yusuf

2022

JCSHD

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Second Language (L2) instructors often use authentic text, although it is designed for real-world communication among speakers of a target language. However, it is criticised for being too complex for L2 learners. This study explores the level of acceptance of 85 pre-university students of authentic narrative text in their ESL lessons and the factors that influence their reading motivation. The quantitative data were collected using a 9-item questionnaire. The findings show that the students had a high acceptance of reading authentic narrative texts in the classroom. Their motivation was positively correlated with the length of the text, level of interest, relevance and appropriateness of the storyline. This study supports the use of authentic narrative texts in ESL classrooms.

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Section: Discussionsupporting

confidence: 87%

Motivation to Read Authentic Narrative Texts: A Focus on Pre-University Students in an ESL Class

Yusuf

2022

JCSHD

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“…Apart from that, in terms of reading, students are able to acquire vocabulary and learn sentence structures when the lessons were delivered in Facebook. It helps students become more comfortable reading content in the English language by introducing them to new phrases and sentence construction (Kasuma & Tan, 2019). Therefore, it can be said that social media has become an essential tool to be used in order to deliver the impactful ESL lessons from the ESL educators.…”

Section: Social Media Platforms In Esl Classroommentioning

confidence: 99%

Social Media in ESL Classroom: Teachers’ Preference and Challenges

Xian¹,

Yunus²

2023

IJARPED

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The advancement of technology has brought us convenience to keep up with the world. With a click of the gadgets, it bridges us with people and recent happenings in the society. Social media platforms have been one of the most popular software-based digital technologies that are widely utilized, including educators who teach skills and deliver knowledge in the classroom. Numerous research had been conducted to provide insights and professional practices to the educators. However, a few has been done in Malaysia semi-urban primary ESL (English as a Second Language) classroom context. Thus, this research was intended to explore the use of social media platforms in primary ESL classroom. An online survey questionnaire which presented in Google Form had been distributed to 300 primary ESL teachers in Terengganu, Malaysia to know their most preferred social media platform and challenges faced in ESL classroom. The result showed that YouTube is the most preferred social media platform in ESL teaching. It also portrayed that the most challenging issue was time constraint. It is recommended to conduct a detailed research to understand the realworld situation by having in-depth interviews with the ESL teachers to discover their ESL teaching experience in using social media platforms.

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“…They also argued that the structure of learning materials posted through the Telegram had a positive effect on how the learners perceived the learning environment and participated in the learning process. In ESL context, Kasuma (2021) found that incorporating Facebook, as a social media, facilitated the use of preferred learning styles and strategies, which enhanced learners’ learning interest, improved their language abilities, and provided them with the best academic experience. Nugroho and Atmojo (2020) explored EFL learners’ insights and instructional activities of digital learning of English in a flipped classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media

Fan

2022

Front. Psychol.

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Promoting English as a Foreign Language (EEL) learners’ willingness to communicate and self-efficacy in different contexts has drawn the attention of many investigators. This review explored the effect of digital-based flipped learning classrooms on enhancing learners’ willingness to communicate and self-efficacy. The related literature indicated that learners’ intention to communicate is affected by social media and digitalized materials used in flipped classrooms. Compared to the traditional educational contexts, this review showed higher levels of self-efficacy in flipped classrooms among EFL learners. Furthermore, the review expounded on the implications and future directions for EFL teachers, teacher educators, educational policy-makers, and advisors. The ideas can improve their awareness of learner self-efficacy, willingness to communicate, and the use of flipped learning approach in educational contexts.

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ESL Learning via Facebook Among Science and Non-Science University Students

Cited by 4 publications

References 46 publications

Motivation to Read Authentic Narrative Texts: A Focus on Pre-University Students in an ESL Class

Motivation to Read Authentic Narrative Texts: A Focus on Pre-University Students in an ESL Class

Social Media in ESL Classroom: Teachers’ Preference and Challenges

The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media

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