The Use of Social Media to Assist Writing Skills among Secondary Pupils

Wil, Che Surhaizai Che; Yunus, Melor Md; Suliman, Ashairi

doi:10.6007/ijarped/v8-i3/6388

Cited by 20 publications

(22 citation statements)

References 8 publications

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“…Social media platforms are used to help users to connect through texting and sharing of posts and there is no doubt that students write by updating their social media accounts too. This is evident in a research conducted by Wil, Yunus and Suliman (2019) as they found that students use social media to communicate with their friends and family. It was also stated that a majority of students agree that social media helps them to write better.…”

Section: Writing Skills In An Esl Contextmentioning

confidence: 91%

The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

Pheng¹,

Hashim²,

Sulaiman³

2021

AWEJ

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The application of technology in education has become a significant option for a more efficient and interactive approach, particularly in language teaching. However, few studies have investigated the use of technology in the teaching of writing in English language classrooms, especially in the Malaysian context. The present study investigates the teaching of writing practices and technology tools employed by English as a second language teachers when teaching writing skills. Using Technology Acceptance Model as the underpinning theory, this study also examines the effectiveness of the use of technology in the teaching of writing by collecting data from forty secondary school English teachers in Malaysia using a set of questionnaires. The findings indicated that technology is an important tool to improve students’ writing skills, assist teachers as a teaching aid and promote student engagement in the classroom. However, the lack of technical support hinders some teachers from using technology because it takes a lot of time which disrupts the teaching and learning process. Nevertheless, there is no doubt that technology plays an important role in helping teachers to improve students’ writing skills. Significantly, the findings of this study provide evidence to improve the application of technology in language teaching and learning.

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Section: Writing Skills In An Esl Contextmentioning

confidence: 91%

The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

Pheng¹,

Hashim²,

Sulaiman³

2021

AWEJ

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“…Since WhatsApp is a widespread social networking application that enables users to deliver and receive texts, audios, images, videos, documents, places, voice calls and create groups, learners' speaking skills especially will be improved indirectly (Jasrial, 2018;Che Wil, Yunus, & Suliman, 2019;Fauzi & Angkasawati, 2019;Azam, Fadhil, & Yunus, 2019). Learners may also interact with their lecturer through WhatsApp during office hours, regardless of time limitation or physical distance.…”

Section: Intervention Of Social Media and Video Conferencing Tools To Help Esl Learners Coping With The Challenges During Covid-19 Pandemmentioning

confidence: 99%

The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review

Ying¹,

Siang²,

Mohamad³

2021

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During the COVID-19 pandemic, the abrupt closures of all learning institutions have caused English as second language (ESL) learners to have significant difficulties learning the English language especially for speaking skills. Speaking is one of the most important skills to learn because it is the primary mode of communication around the world. However, the majority of ESL learners are still trying to improve their English speaking abilities. Since the implementation of the COVID-19 lockdowns, e-learning has been a well-known solution all over the world. Learners and educators need more time to adjust to online teaching and learning because most of them are exploring new technical innovations and strategies to be used in the classroom. As a result, this study includes a literature review on the challenges ESL learners encounter in learning speaking skills, as well as the use of social media and video conferencing tools to teach speaking skills. Lack of motivation and self-confidence, fear, hesitation, and limited vocabulary are some of the challenges faced by ESL learners. Hence, it is vital to determine the technology intervention used in teaching and developing speaking skills among these learners based on previous study. During the COVID-19 pandemic, some of the interventions in teaching speaking skills included utilizing social media and video conferencing applications like Facebook, WhatsApp, and others for online teaching and learning. Educators of English as a Second Language (ESL) might then pick the ones that would work best in their particular classroom.

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“…Facebook proved instrumental in improving learners' vocabulary, grammar, writing skills and acquiring new knowledge. It also offered a platform for the learners just like an online information center (Slavin & Cheung, 2005;Wil et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of the English Language used in Social Media on English Language Learners at the Undergraduate Level in Sargodha

Saeed

2021

MEJRESS

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Purpose: The study aimed to determine the strengths and weaknesses of the English language used in social media and its impact on English language learners at the undergraduate level in Sargodha. Approach/Methodology/Design: Five private colleges in Sargodha were selected through convenient sampling. A total of 82 learners participated in the study and the individual perception of each learner was recorded using a questionnaire as a data collection tool. Due to the nature of the study tool, descriptive and inferential statistical design was adopted to analyze the collected data using SPSS, version 20.0. The reliability of the questionnaire was substantiated using reliability statistics (Cronbach’s alpha). Findings: The results indicated that social media plays a vital role in advancing the language learnability of English language learners. It proved instrumental in enhancing vocabulary and improving the overall reading, writing, listening and speaking skills of the learners. It was also found that the overwhelming use of shortened forms, slang, and incorrect sentences on social media adversely affects the academic writings of the learners. However, the overall perception of the learners signified that social media positively impacts the learnability of the English language learners. Moreover, though practicing social media is imperative in learning the English language, the use of informal English language may prove a future risk to Standard English. Practical Implication: This research contributes to understanding the role of social media in language learning. The findings of the study present practical implications for teachers as well as learners to direct the teaching/learning process in a better way, adopting appropriate ways of writing English on social media. Originality/value: This study is different from other similar existing studies as it focuses the perception of the learners towards English language learning through social media in the Pakistani context, and empirically examines the impact of the English language used in social media on English language learners at undergraduate Level in Sargodha.

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The Use of Social Media to Assist Writing Skills among Secondary Pupils

Cited by 20 publications

References 8 publications

The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review

The Impact of the English Language used in Social Media on English Language Learners at the Undergraduate Level in Sargodha

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