Fostering Foreign Language Learning Through a Telecollaborative Social Media-Based Tandem Language Learning Approach

Alberth,; Wang, Yun; Wang, William Yu Chjung

doi:10.1007/978-3-030-20798-4_31

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…Social media has become a popular tool for learning English. Numerous studies have been conducted to investigate the use of social media for learning English (Alberth et al, 2019;Lashari et al, 2023;Safitri et al, 2022). Some studies found that students use social media to improve their English skills, both receptive (listening and reading) and productive (writing and speaking) skills.…”

Section: Resultsmentioning

confidence: 99%

The Use of ICT in the Implementation of Autonomous Learning: Students’ Perception

Anindya,

Lusiyani

2024

SHE

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This qualitative study investigates how students use ICT to support their independent learning in English. The participants of this study were 5th-semester students who were taking the Cross-Cultural Understanding subject, totaling 117 students. The data were collected using a questionnaire via Google Form and distributed in the first week of the CCU lectures. This study has two main findings. The first finding concerns the applications used in implementing independent learning, categorized into five categories: chat and messages, social media, online games, learning apps, and others. The second finding focuses on the activities conducted by students in their independent learning. The questionnaire results identified twenty activities grouped into five categories: listening, writing, speaking, reading, and others. Furthermore, listening was the most frequently reported activity among students in independent learning

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Section: Resultsmentioning

confidence: 99%

The Use of ICT in the Implementation of Autonomous Learning: Students’ Perception

Anindya,

Lusiyani

2024

SHE

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“…A simple example, as mentioned above, would be to get English language learners interview NESs about their hobbies, about the food they love, about places they would love to visit, and so on and so forth using social media (Alberth, 2019;Alberth, Mursalim, Siam, Suardika, & Ino, 2018;Suardika et al, 2020), and present the results of the interview in the classroom. The interview can be conducted synchronously or asynchronously (Alberth, Wang, & Wang, 2019), depending on the arrangement. This communication with NESs is particularly important since research evidence suggests that more frequent communication with NSs is associated with improved language proficiency (Dewey et al, 2012), for both low proficient learners (Jauregi et al, 2012;Satar & Özdener, 2008) and high proficient learners (Cadd, 2012).…”

Section: Discussionmentioning

confidence: 99%

How Important Is Communicating with Native English Speakers to EFL Learners’ Self-Confidence in their English Language Proficiency?

Alberth

2023

Journey

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Research evidence shows that communicating and interacting with native speakers could boost students’ self-confidence in their language proficiency. If this claim proves to be veritable, students who have the experience communicating and interacting with native speakers, either online or offline, would expectedly feel more confident than those who do not. The present study sought to examine whether significant differences existed in the self-confidence level of EFL (English as a Foreign Language) learners who (a) had the experience communicating with native English speakers and who did not; (b) had the intention to communicate with native English speakers and who did not; (c) were males and females, and (d) who were in different academic years (year 1, year 2, and year 3 respectively). Independent samples t-test revealed that, whereas males and females were equally confident, learners who had the experience interacting, or who had the intention communicating, with native English speakers were significantly more confident in their English language proficiency than those who had never interacted, or who did not have the intention to communicate, with native English speakers. No significant differences were observed based on year of enrollment. Implications of this study on the English language teaching and learning will be critically discussed in this paper.

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Fostering Foreign Language Learning Through a Telecollaborative Social Media-Based Tandem Language Learning Approach

Cited by 2 publications

References 12 publications

The Use of ICT in the Implementation of Autonomous Learning: Students’ Perception

The Use of ICT in the Implementation of Autonomous Learning: Students’ Perception

How Important Is Communicating with Native English Speakers to EFL Learners’ Self-Confidence in their English Language Proficiency?

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