Taking English outside of the classroom through social networking: reflections on a two-year project

Ohashi, Louise

doi:10.14705/rpnet.2016.eurocall2016.586

“…and Ilic (2015) revealed the students' ability to learn content using their smartphones, but a large amount of existing research into MALL using smartphones involves studies of the devices being used for collaboration and communications. Gikas and Grant (2013), Garcia Mendoza (2014), Leis (2014), and Ohashi (2016) found positive effects of using social media in EFL studies, while Ilic (2015), , Nishio and Nakatsugawa (2020), and Wu and Marek (2016) revealed that smartphones are effective tools in collaborative learning in an EFL context.…”

Section: Discussionmentioning

confidence: 99%

Teaching with Technology 2020

2021

JALTCALL Pubs

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“…Many more studies (Bradford, 2007;Kuimova & Polyushko, 2015;Kyriacou & Zhu, 2008) emphasize the benefits of extracurricular activities such as forming social groups ensuring autonomous learning and peers' getting together and the significance of the purpose of the students to learn a language. While some studies conducted to display the effectiveness of being exposed to the target language is essential to have a higher level of motivation (Ojima, Matsuba-Kurita, Nakamura, Hoshino & Hagiwara, 2011), several studies reiterate the importance of using social media as a means of teaching foreign languages (Ohashi, 2016) and having higher level of socioeconomic status in terms of having access to extracurricular activities (Paek, Park, Runco & Choe, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Participation in Extracurricular Activities and Motivation of Foreign Language Learning

Albayrak¹,

Şener²

2021

IJPES

5

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The aim of this study is to identify the link between foreign language learning motivation and English preparatory class students' participation in the extracurricular activities programmes. The differences between the motivation levels of the students based on their participation in the extracurricular activities are defined and students’ participation is also compared in terms of gender and education level. The study group consists of 340 students. The data were gathered by “Motivation Scale in English Language Learning”. Results indicated a significant difference between the students' motivation level towards English and participation in extracurricular activities in favour of the ones who attended these activities. It is also concluded that participation in extracurricular activities had a significantly positive impact on the students' attitude towards learning English. However, it was found out that there is not a significant relationship between the gender, education level and motivation level of the students participating in the extracurricular activities. The results have been discussed within the context of Socio-Educational Motivation Theory.

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“…Many more studies (Bradford, 2007;Kuimova & Polyushko, 2015;Kyriacou & Zhu, 2008) emphasize the benefits of extracurricular activities such as forming social groups ensuring autonomous learning and peers' getting together and the significance of the purpose of the students to learn a language. While some studies conducted to display the effectiveness of being exposed to the target language is essential to have a higher level of motivation (Ojima, Matsuba-Kurita, Nakamura, Hoshino & Hagiwara, 2011), several studies reiterate the importance of using social media as a means of teaching foreign languages (Ohashi, 2016) and having higher level of socioeconomic status in terms of having access to extracurricular activities (Paek, Park, Runco & Choe, 2016).…”

Section: Introductionmentioning

confidence: 99%

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2021

IJPES

0

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Research on organizations operating in different fields has shown that organizational hypocrisy has negative impact on employees' organizational behaviors. In terms of educational organizations, the studies show that organizational hypocrisy has a negative relationship with organizational silence, organizational rumor, organizational happiness, organizational commitment etc. Thus, these situations suggest that organizational hypocrisy may have a mediating role between organizational silence and organizational rumor. Based on this thought this study aims to examine the mediating role of organizational hypocrisy in the relationship between organizational silence and organizational rumor in educational organizations. The study was conducted with a total of 323 teachers, 236 females (73%), and 87 males (27%). The data were collected by using the "Organizational Silence Scale", "Organizational Rumor Scale" and "Organizational Hypocrisy Scale." In analyzing the data, descriptive statistics, Pearson product-moment correlation coefficient, path analysis, and bootstrapping method were used to test the significance of the mediating effect. The results of the study showed that there was a positive significant relationship between organizational silence, organizational hypocrisy, and organizational rumor. The bootstrapping results showed that organizational hypocrisy had a partial mediating role in the relationship between organizational silence and organizational rumor. It is considered that the results obtained can be used to reduce organizational rumor at schools. In addition, it can be said that the results obtained from the study will be a guide for future studies.

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Taking English outside of the classroom through social networking: reflections on a two-year project

Cited by 3 publications

References 4 publications

Teaching with Technology 2020

Teaching with Technology 2020

The Relationship between Participation in Extracurricular Activities and Motivation of Foreign Language Learning

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