Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Abstract

Concerning the ubiquity of social media, this research tried to examine the impacts of using Telegram on Iranian EFL learners’ foreign language motivation, foreign language anxiety, and attitude toward learning. To achieve these purposes, 60 Iranian EFL learners at the intermediate level were selected and randomly divided into two groups: experimental and control. After that, both groups were pretested on motivation and anxiety variables. After pretesting, the participants in the experimental class received treatment via using the Telegram application, and the control students were trained traditionally without using any social media. After an 18-session instruction, a post-test of motivation and a post-test of anxiety were given to both groups, and also an attitude questionnaire was distributed among the experimental group to inspect their attitudes toward the Telegram application in language learning. The results of using two one-way ANCOVA tests showed significant differences between the post-tests of the control and experimental groups in favor of the experimental group. The findings demonstrated that using the Telegram application increased the motivation of the experimental group and decreased their level of foreign language anxiety. Also, the results of one sample t-test showed that the participants of the experimental group held positive attitudes toward using the Telegram application in English language learning. The implications of this research can encourage both teachers and learners to use social media-based instruments in English teaching and learning.

Advancing learning-oriented assessment (LOA): mapping the role of self-assessment, academic resilience, academic motivation in students’ test-taking skills, and test anxiety management in Telegram-assisted-language learning

“…The Telegram app can lessen the pressure that comes with being evaluated. This result is in line with the results of Zhao et al ( 2022 ), who concluded that the Telegram program may help students better regulate their anxiety while attending language classes.…”

Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement

“…According to Ref. [ 32 ], who came to the conclusion that the Telegram application might assist students better control their anxiety while taking language lessons, this result is consistent with their findings.…”

Exploring Motivation and Engagement: Sociocultural Influences on Saudi Female EFL Learners

“…Vygotsky's theory applies to this research context by suggesting that L2 English acquisition necessitates closer attention to diversity with cultures as shaping how female EFL learners feel motivated and engaged. Accordingly, language learning takes place cooperatively in social contexts when instructors deliver content not guided by rote memorization (Zhao et al, 2022). Prevailing cultural opinions and attitudes toward L2 acquisition significantly influence how EFL learners assess their readiness to improve their English proficiency.…”