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

Fan, Xiangping

doi:10.3389/fpsyg.2022.1001283

Cited by 9 publications

(5 citation statements)

References 92 publications

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“…The small groups of students help to lessen the effect of stressful classroom atmosphere and lack of opportunities to talk to a great extent (Syed & Kuzborska, 2018). One immediate result of talking in small groups is increasing the confidence in English communication (Fan, 2022; Yashima et al, 2004). Y.…”

Section: Discussionmentioning

confidence: 99%

The Best and the Worst: TEFL Experts’ Opinions of the Most and the Least Important Predictors of Situational Willingness to Communicate

Rafiee,

Abbasian-Naghneh

2024

Sage Open

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The current study aimed to identify the most and the least important situational properties of second language willingness to communicate (L2WTC) in an EFL context. After reviewing the related literature, 24 influencing factors were identified and then they were prioritized. 180 TEFL students participated in the study to answer the research questionnaire. A quantitative research approach applying paired comparison questionnaire was employed. Data analysis was done using Excel spreadsheet for sorting data and calculating the mean and WinQSB software for solving linear programming model. The results showed that, among the selected variables, “the size of the group,”“familiarity with topics under discussion,” and “interlocutors and familiarity with them” were determined to be the first most important situational variables which highly influence L2WTC. The findings also showed that “attitudes toward the learning situation,”“course evaluation criteria,” and “alignment with the classroom norms” were the least important factors influencing L2WTC. The significance of the study lies in its theoretical contributions and pedagogical implications it has for the field of second language teaching and learning.

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Section: Discussionmentioning

confidence: 99%

The Best and the Worst: TEFL Experts’ Opinions of the Most and the Least Important Predictors of Situational Willingness to Communicate

Rafiee,

Abbasian-Naghneh

2024

Sage Open

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“…Our findings suggest that distractions, lack of focus, and limited speaking and interaction opportunities are among the main challenges faced in teaching and learning via social media-based microlearning for English speaking. Future research could focus on addressing these issues by integrating new technologies or teaching paradigms, such as AI-assisted English speaking practice (Zou, Du, et al, 2023), social media-based collaborative learning (Ansari & Khan, 2020), and social media-supported flipped classroom models (Fan, 2022;Zhao & Yang, 2023). Further investigations may help realize the goals of providing engaging content and fostering a supportive community, as outlined by the helpful suggestions identified in this study.…”

Section: Implications and Future Researchmentioning

confidence: 96%

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Ning,

DeWitt,

Chin

et al. 2024

JITE:Research

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Aim/Purpose: This study aimed to identify primary school teachers’ perceptions of leveraging social media-based microlearning to improve students’ English-speaking abilities. Background: The value of social media as an effective educational tool for English language learning has been recognized by educators in higher education in China. However, there is a lack of investigation into primary school teachers’ perceptions of using social media to improve English in China, especially English speaking, which has long been a weak component for Chinese EFL learners. Microlearning, as an effective learning approach for training, has been effectively adopted in various fields. Therefore, exploring the Chinese primary school teachers’ perceptions of social media-based microlearning to improve students’ English-speaking abilities may contribute to innovative learning for EFL speaking. Methodology: This study served as a case study, particularly a single-case design, in investigating how in-service Chinese primary school teachers perceived the role of social media-based microlearning in improving students’ speaking skills. Data was gathered through an online qualitative survey and analyzed via Thematic Analysis using NVivo 14. Twenty participants were recruited through convenience sampling from a primary school in Chengdu, Sichuan, in southwest China. Contribution: This study contributed to the awareness of using social media-based technologies to improve Chinese college students’ English-speaking abilities by providing the teachers’ perspectives. Findings: The analysis yielded several subthemes for the six primary themes, namely Disparities, Affordances, Drawbacks, Challenges, Suitable Content Types, and Helpful Suggestions. Specifically, the affordances of social media-based microlearning included Flexibility in Learning Pace, Accessibility and Convenience, Diverse Learning Resources, and Authentic Language Exposure. Additionally, there are five suitable content types: Multimedia-based Stories and Content, Practical English, Popular Channels, and Learning Skills. The analysis of drawbacks and challenges indicated that the learner-centered design of social media-based microlearning still needs improvement. Lastly, focusing on the creation of a supportive learning community, several subthemes were listed for Helpful Suggestions. Recommendations for Practitioners: The findings revealed that social media-based microlearning is a promising approach to English-language learning in primary schools. Relevant guidelines, challenges, and suggestions found in this study should also be taken into consideration for effective application. Recommendation for Researchers: For researchers in the field of instructional technology, it is essential to realize that this study primarily focuses on teachers’ perspectives in terms of the use of social media-based microlearning for learning, which means that incorporating the viewpoints of students and experts may be necessary for an in-depth needs analysis. Impact on Society: Leveraging social media-based microlearning to enhance students’ English-speaking abilities presents advantages and disadvantages. Yet the potential for effective social media-based English learning, if well designed, becomes promising. Future Research: More empirical studies investigating social media-based microlearning modules on students’ English speaking should be conducted for future research, along with integrating new technologies or teaching paradigms, such as social media-based collaborative learning.

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“…Digital literacy is crucial for both teachers and students in the language classroom. Students must be able to use digital resources to access, evaluate, and share information in the target language, and teachers must be able to use these tools to design and deliver language learning materials (Fan, 2022). According to research, acquiring digital literacy abilities can help kids become more fluent language users and expand their capacity for critical thought (Kirschner and De Bruyckere, 2017).…”

Section: Knowledge Deepeningmentioning

confidence: 99%

The digital edge: examining the relationship between digital competency and language learning outcomes

et al. 2023

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IntroductionTechnology in education, including language learning, is on the rise. Digital competency is essential for teachers to effectively integrate technology and enhance language teaching. It enables access to authentic materials, interactive exercises, and collaboration opportunities. However, integrating technology poses challenges for teachers.ObjectiveThis empirical research aimed to investigate the impact of digital competency on language learning outcomes in the context of “smart education,” which incorporates sustainable practices and digital technologies in the language classroom.MethodsThe study adopted a quantitative approach to collect and analyze data. The sample population for the study comprised of 344 language teachers at various language schools in a metropolitan city. The data collection carried out with a digital competency questionnaire. The data were analyzed using descriptive statistics and multivariate technique, i.e., structural equation modeling.FindingsThe study found that digital competency positively correlated with language proficiency outcomes. Participants with higher levels of digital competency achieved better language learning outcomes compared to those with lower levels of digital competency. Additionally, the study found that incorporating sustainable practices, such as digitalized learning materials and virtual classrooms, positively contributed to language learning outcomes. The findings of this study suggest that digital competency plays a vital role in language learning outcomes in the context of “smart education.”Discussion & RecommendationTeachers should consider incorporating digital tools and sustainable practices into their language teaching to enhance language learning outcomes. The study recommends that language educators should focus on developing digital competency and integrating sustainable practices into their language classroom to promote effective language learning.

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

Cited by 9 publications

References 92 publications

The Best and the Worst: TEFL Experts’ Opinions of the Most and the Least Important Predictors of Situational Willingness to Communicate

The Best and the Worst: TEFL Experts’ Opinions of the Most and the Least Important Predictors of Situational Willingness to Communicate

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

The digital edge: examining the relationship between digital competency and language learning outcomes

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