Social Media as a Development Tool English Communicative Competence

Abstract

The purpose of the research is to determine the effectiveness of the practical application of social media based on Web 2.0 technologies, aimed at developing students' English-speaking communicative competence. To implement the tasks and test the hypothesis put forward, the following scientific research methods were used: empirical (experimental learning using social media based on Web 2.0); diagnostic: observation, testing of students; statistical method - mathematical analysis of the data obtained during the experiment; descriptive: description and verbal recording of results. The results of the experimental study showed the correctness of the hypothesis put forward that the formation of English-speaking communicative competence among students will become more effective when creating a methodology using social media formed on technologies Web 2.0. For practical implementation of obtained theoretical conclusions after the experiment, it is necessary to have certain pedagogical conditions. Among these: taking into account the peculiarities of the educational environment, enhancing the speech activity of students with the participation of social media based on Web 2.0 technologies. They were developed on the basis of the results of diagnostics of the level of formation of the English-speaking communicative competence in the process of teaching students in streaming mode. Future scientific searches are possible in the direction of theoretical substantiation and practical application of new social media based on Web 2.0 technology in other training courses and other (non-philological) specialties. This vector of research is especially necessary during distance learning as an alternative to the traditional educational process.

The use of Web 2.0 tools in English language learning: A systematic review

“…This finding demonstrates the motivating advantages of integrating technology and highlights students' increased excitement and dedication in English language learning environments. In seven studies, participants' speaking abilities improved (Puzanov et al, 2022;Bataineh et al, 2020;Ataeifar et al, 2019;Awada and Diab, 2018;Chagas and Pedro, 2021;Chiablaem, 2021). This finding indicates that using digital platforms and tools for speaking activities facilitates increased oral competency.…”

Task-Based Instruction in Enhancing Conversational Skills of Thai Students at Grade 11, YouTube as Teaching Media

“…Firstly, TBL is an effective approach to raising students' English conversational skills, which is evident in plenty of studies (e.g., Bhandari, 2020;Nget et al, 2020;Nita et al, 2020;Anjum et al, 2019;Maghsoudi & Golshan, 2017;Campo, 2016). Secondly, the effectiveness of students' development of communicative English skills can be increased by using social media (Puzanov, Volynets, Lesiuk, Kharamurza, Vashyst, & Sadivnycha, 2022). Seilstad (2012) claimed that YouTube has fascinating materials and helps students learn English more productively by making the teaching content relevant and specific.…”

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

“…They also asserted that learners, in their study, perceive themselves to be more competent when they are using social media. Puzanov et al (2022) mentioned that well-known blogs, podcasting, media objects, wikis, and social bookmarks are the most popular social services that can be used effectively to develop learners’ communicative competence. They mentioned that interactivity in social media, such as Facebook, Instagram, and TikTok are helpful to foster learners’ communicative competence and their intention to communicate in a foreign language.…”

“…Earlier studies have indicated that social network, such as Telegram, Facebook, Youtube, and Instagram used in flipped classrooms can develop learners’ performance and active learning by paving the way for brainstorming activities (e.g., Nugroho and Atmojo, 2020 ; Tsai et al, 2020 ). Studies have shown that social media, with interesting platforms, inspire learners to interact with peers and teachers, which in turn, enhances learners’ intention to communicate in foreign language (e.g., Khajavy et al, 2016 ; Mohammadi et al, 2019 ; Puzanov et al, 2022 ). Some investigations also underscored the role of Telegram in inspiring learners to engage in learning tasks, and to promote their communicative competence ( Jafarigohar et al, 2019 ; Mohammadi et al, 2019 ).…”