The Use of Social Media Platforms to Enhance Vocabulary Developing in Learning a New Language: A Review of The Literature

Alharthi, Meshari; Bown, Andy; Pullen, Stephen

doi:10.24093/awej/call6.21

Cited by 12 publications

(11 citation statements)

References 27 publications

(43 reference statements)

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“…Furthermore, the study explains that in the common WhatsApp group, the participants were dynamic and result-oriented, so the researchers recommend that interaction plays an essential role in language learning. Alharthi et al (2020) conducted a study to illustrate the potential of social media platforms in facilitating the acquisition of new vocabulary. To elucidate this concept, the researchers conducted a thorough review of existing literature and explored various databases.…”

Section: Review Of the Literaturementioning

confidence: 99%

Social Media as a Learning Platform for EFL Learning: A Case of Undergraduate Students

Pandey

2024

Mega J.

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Social media is one of the most popular learning platforms among youths, especially for the university level EFL students. The paper aims to explore how undergraduate level EFL students in a university utilize social media to improve their English writing skills. Using a meta-analysis approach, seventeen peer-researched articles published in the last five years were downloaded from google scholar and closely reviewed. Based on the review, the study concluded that social media was used as one of the informal learning platforms for writing in English. Students were reported to have been engaged in independent writing in social media while communicating with their peers, and relatives, thereby developing confidence in writing in English, though the use of more informal language structures were preferred. The findings of the study imply that higher engagement of EFL students in social media communication positively impacts their writing skills, so institutions are to increase the use of ICT in their pedagogical practices for students’ meaningful learning.

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Section: Review Of the Literaturementioning

confidence: 99%

Social Media as a Learning Platform for EFL Learning: A Case of Undergraduate Students

Pandey

2024

Mega J.

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“…The impact of social media on EFL Saudi students has been probed by many researchers (Alshabeb & Almaqrn, 2018;Allam & Elyas, 2016;Haque & Al Salem, 2019;Sharma, 2019;Slim & Hafedh, 2019). However, each of these previous studies studied the impact of social media on one language skill or system (Alharthi et al, 2020), their impact on EFl teachers (Allam & Elyas, 2016), their use in developing English language learning (Alshabeb & Almaqrn, 2018;Sharma, 2019). The study at hand differs in its orientation to developing students academic competence holistically.…”

Section: Significance Of the Studymentioning

confidence: 99%

Social Media Platforms: Perceptions and Concerns of Saudi EFL Learners

Al-Ahdal¹,

Aljafen²

2023

WJEL

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This study evaluates the place of social media platforms (SMP) and their use patterns amongst Saudi EFL learners, their preferences, and academic impact at the Department of English and Translation of Qassim University, Saudi Arabia. The study uses a seven item closed-ended questionnaire to conduct a survey to gather the data from male students at the University. A total of 100 randomly chosen (male) students in the department of language and translation were given the questionnaires to answer. Analysis of data shows that most students judiciously utilise SMPs to meet their scholastic or academic demands, with YouTube and Facebook topping log-in time and diversity of use by EFL students. In addition, the use of SMPs helped significantly improve students’ capacity to contribute to information exchange and collaborative education, enhanced their academic standing and strengthened their reading and writing abilities. On an average, most students spend three hours a day on SMP. Among the positive impacts of SMP on students' global development included accessing and sharing updated information in an entertaining format. At the same time, some negative impacts reported were minimized interpersonal contact, non-academic use of the SMPs, and physical ailments (mainly vision centred) due to being glued to electronic devise for long durations of time. The current study demonstrates the efficacy of SMPs for academic purposes, which is a positive factor for their grades and academic competence and recommends that teachers engage their learners to use SMP for both entertainment and academics.

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“…Digital media's content is thus seen as endless and diverse. The use of Facebook as a digital learning tool has had a significant positive impact on users' language learning, vocabulary growth, and engagement in the education process (Alharthi et al, 2020). Researchers claimed that students' positive attitudes toward learning have been aided by Facebook's interactive features and content, which allow students to converse whenever they want and at their own pace.…”

Section: Facebook Stories As An Intervention In Educationmentioning

confidence: 99%

“…Facebook's use as a digital learning tool has significantly improved users' language acquisition, vocabulary expansion, and involvement in the learning process (Alharthi et al, 2020). From the data obtained, the researcher asserted that Facebook's interactive features and content, which enable students to speak whenever they want and at their own pace, have contributed to students' positive attitudes about learning, which is line with Koc (2005) that stated that students can use ICT at any time and any place to cooperate, share, and communicate.…”

Section: Post-testmentioning

confidence: 99%

Using Facebook Stories to Improve Vocabulary Learning among Year 4 Pupils in Rural School

Musin¹,

Sulaiman²

2023

IJARPED

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Vocabulary is the fundamental aspect of learning a language. Language learners must acquire vast vocabulary knowledge to master the four basic skills of a language which are; listening, speaking, reading and writing. Nonetheless, lack of vocabulary repertoire is a prevalent issue among young learners in ESL Malaysian primary classrooms. This study aimed to improve the vocabulary learning among primary school pupils in a rural setting. This action research had been conducted on eight Year 4 pupils using Facebook Stories as the digital intervention in facilitating the pupils to learn about vocabulary. The data collection methods used by the researcher were pre and post-test, observations and semi-structured interview. Observation was carried out to analyse the pupils' behaviours in classroom. Field notes, interview transcript and pupils' pre-and post-test results were the primary sources to gain knowledge and insight on the effectiveness of using Facebook Stories. The findings of this study shown that pupils' vocabulary learning and the researcher's vocabulary teaching technique was improved with the help of Facebook Stories.

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The Use of Social Media Platforms to Enhance Vocabulary Developing in Learning a New Language: A Review of The Literature

Cited by 12 publications

References 27 publications

Social Media as a Learning Platform for EFL Learning: A Case of Undergraduate Students

Social Media as a Learning Platform for EFL Learning: A Case of Undergraduate Students

Social Media Platforms: Perceptions and Concerns of Saudi EFL Learners

Using Facebook Stories to Improve Vocabulary Learning among Year 4 Pupils in Rural School

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