Arab World English Journal (AWEJ) Volume 11. Number1 March 2020 Pp. 3- 11
DOI: https://dx.doi.org/10.24093/awej/vol11no1.1
Determining How Social Media Affects Learning English: An Investigation of Mobile
Applications Instagram and Snap Chat in TESOL Classroom
Hind Abdulaziz Al Fadda
Curriculum and instruction department
College of Education, King Saud University
Riyadh, Saudi Arabia
Abstract:
The purpose of this research paper was to explore the effects of social media in learning English speaking and reading skills. Although social media platforms like Facebook, Instagram, Twitter, and Snapchat, are mostly used socially and for marketing, they also have a significant impact on learning English. In determining how social media affects learning English, this paper will be focusing on mobile Apps; Snapchat and Instagram. The paper investigates how user attitude, experience, and perception influence the use of Instagram and Snapchat in learning the English language in a classroom. The research was done on different databases, including Academic Search Complete, Education Source, ERIC, Library, Information Science, and Technology Abstracts, and Professional Development Collection. Research shows that learners with social media accounts are less enthusiastic about learning English, even if it means recreational reading. This differs from the learners without user accounts whose attitude of learning English speaking skills is positive. This research paper concludes that, in comparison to Snapchat, Instagram is a more effective social media platform for engaging and learning of the English language. This contributes to a greater understanding of the English language and its culture while providing more practical knowledge and promoting interactions. However, more research is needed to determine the impact of Snapchat on learning English speaking skills.
Keywords: Instagram, Language Learning, Snap Chat, Social Media. Teaching English
Cite as: Al Fadda Hind, A. (2020). Determining How Social Media Affects Learning English: An Investigation of Mobile Applications Instagram and Snap Chat in TESOL Classroom. Arab World English Journal, 11 (1) 3-11.
DOI: https://dx.doi.org/10.24093/awej/vol11no1.1
Al-Adwani, A & Al-Fadley, A. (2017).The attitudes of fifth and sixth graders in Kuwait governmental schools towards recreational and academic reading in English. English Language Teaching, 10(12), 37–49.
AlGhamdi, A. (2018). Arabic learners’ preferences for Instagram English lessons.English Language Teaching, 11(8), 103–111.
Alnujaidi, S. (2017). Social network sites effectiveness from EFL students’ viewpoints. English Language Teaching, 10(1), 39–49.
Aloraini, N. (2018). Investigating Instagram as an EFL learning tool. Arab World English Journal, 4, 174–184. https://doi.org/10.24093/awej/call4.1
Aloraini, N & Cardoso, W. (2018). Social media in language learning: A mixed-methods investigation of Saudi students’ perceptions. Retrieved from ERIC database [ED590632]
Alzahrani, H. (2015). Examining the effectiveness of utilizing mobile technology in vocabulary development for language learners. Arab World English Journal, 6(3), 108–111.
Beck, C., &Kosnik, C. (2006) : A Social Constructivist Approach. .Innovations in teacher education Albany, NY: State University of New York Press.
Brebera, P. (2017). Micro learning in foreign language courses: A threat or a promise? Proceedings of the European Conference on Games Based Learning 2017, 85–93.
Brebera, P. (2018). Formal, informal, and non-formal language learning contexts for university students. Proceedings of the European Conference on E-Learning, 54–59.
Freyn, L. (2017). Experimenting with Snapchat in a university EFL classroom. Journal of Education and Practice, 8(10), 35–37.
Gonulal, T. (2019). The use of Instagram as a mobile-assisted language learning tool. Contemporary Educational Technology, 10(3), 309–323. https://doi.org/10.30935/cet.590108
Hamad, M. (2017). Using WhatsApp to enhance students’ learning of English language “experience to share. ”Higher Education Studies, 7(4), 74–87.
Hwang, S & Cho, J. (2018). Why Instagram? Intention to continue using Instagram among Korean college students. Social Behavior & Personality: An International Journal, 46(8), 1305–1316. https://doi.org/10.2224/sbp.6961
Pew Research Center. (2019). Share of U.S. adults using social media, including Facebook, is mostly unchanged since 2018. Retrieved from https://www.pewresearch.org/fact-tank/2019/04/10/share-of-u-s-adults-using-social-media-including-facebook-is-mostly-unchanged-since-2018/.
Rahmanita, M & Cahyono, Y. (2018).The effect of using Tumblr on the EFL students’ ability in writing argumentative. Journal of Language Teaching & Research, 9(5), 979–985. https://doi.org/10.17507/jltr.0905.11
Revesz, A. (2011). Task complexity, focus on L2 constructions, and individual differences: A classroom-based study. Modern Language Journal, 95, 162–181. https://doi.org/10.1111/j.1540-4781.2011.01241.x
Utz, S., Muscanell, N & Khalid, C. (2015).Snapchat elicits more jealousy than Facebook: A comparison of Snapchat and Facebook use. Cyber Psychology, Behavior & Social Networking, 18(3), 141–146. https://doi.org/10.1089/cyber.2014.0479
Yeh, E & Mitric, S. (2019). Voices to Be Heard: Using social media for digital storytelling to foster language learners’ engagement. TESL-EJ, 23(2), 1–15.