Arab World English Journal (AWEJ) Special Issue on CALL Number 6. July 2020                                Pp. 318 -331
DOI: https://dx.doi.org/10.24093/awej/call6.21

 Full Paper PDF   

 

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

 Meshari Alharthi
School of Education, College of Arts, Law and Education
University of Tasmania, Launceston, Tasmania, Australia

Andy Bown
School of Education, College of Arts, Law and Education
University of Tasmania, Launceston, Tasmania, Australia

Darren Pullen
School of Education, College of Arts, Law and Education
University of Tasmania, Launceston, Tasmania, Australia

 

 

Abstract:
Social media platforms (SMPs) are widely used by many users worldwide in different fields, including business, politics, education, and personal enjoyment (Kapoor et al., 2018). However, the use of SMPs for English language vocabulary learning is still under-researched, particularly in a Saudi Arabian context. Alzahrani (2016) and Alqunayeer (2016) have underscored the scarcity of research exploring the use and effect of SMPs on Saudi learners’ vocabulary development, and as these platforms are highly favored in Saudi Arabia, the paucity of research makes the current study timely and pertinent. Furthermore, recent studies in Vietnam and Indonesia have recommended that further research should be conducted regarding the use of SMPs for English language vocabulary learning and indeed for learning English as a second language (Indari & Putri, 2018; Tran, 2016). This paper aims to review the research concerning the use of SMPs for vocabulary learning from 2014 to 2018. Out of 50 peer-reviewed articles, only 15 studies were relevant to SMPs and vocabulary learning. It has been recognized that SMPs are effective in improving learner engagement, motivation, and vocabulary development, suggesting that SMPs can be valuable tools and resources to facilitate learning. The authors have also proposed a definition for the term social media, as one has not been agreed upon in the educational literature, this is not surprising given that the social media phenomenon is still a new and rapidly evolving field of practice and study.
Keywords: English language, learning, Saudi Arabia, social media, vocabulary.

Cite as: Alharthi, M., Bown, A.,& Pullen, D. (2020). The Use of Social Media Platforms to Enhance Vocabulary Development in Learning a New Language: A Review of The Literature. Arab World English Journal (AWEJ) Special Issue on CALL (6). 318 -331.   DOI: https://dx.doi.org/10.24093/awej/call6.21

References

Al Mubarak, A. A. (2017). Sudanese Students’ Perceptions of Using Facebook for Vocabulary Learning at University Level. Journal of Nusantara Studies (JONUS), 2(1), 170–176. DOI: 10.24200/jonus.vol2iss1pp170-176

Al-Tamimi, M. F., Al-Khawaldeh, A. H., Natsheh, H. I. M. A., & Harazneh, A. A. (2018). The effect of using Facebook on improving English language writing skills and vocabulary enrichment among University of Jordan sophomore students. Journal of Social Sciences (COES&RJ-JSS), 7, 187–214.

Alqunayeer, H. S. (2016). The impact of teaching through Twitter on students’ vocabulary learning: A case study of Qassim University. World Journal of English Language, 6(2), 35. DOI:10.5430/wjel.v6n2p35

Alzahrani, H. (2016). Examining the effectiveness of utilizing mobile technology in vocabulary development for language learners. Arab World English Journal (AWEJ), 6(3), 108–119. DOI: 10.24093/awej/vol6no3.7

Blattner, G., & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning. Alsic. Apprentissage des Langues et Systèmes d’Information et de Communication, 15(1). DOI: 10.4000/alsic.2413

Bouhami, W. (2016). Investigating the impact of social media on improving EFL students’ vocabulary. (Unpublished Master’s Dissertation). Mohammed Kheider University of Biskra, People’s Democratic Republic of Algeria.

Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer‐Mediated Communication, 13(1), 210–230. DOI:10.1111/j.1083-6101.2007.00393.x

Brown, J. D. & Rodgers, T. S. (2002). Doing second language research. Oxford: Oxford University Press.

Burke, F. (2013). Social media vs. social networking. Huffington Post.  Retrieved from https://www.huffingtonpost.com/fauzia-burke/social-media-vs-social-ne_b_4017305.html

Carlisle, J. F., Beeman, M. M., Davis, L. H., & Spharim, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20(4), 459–478.

Christison, M., & Murray, D. E. (2014). What English language teachers need to know Volume III: Designing Curriculum. New York: Routledge.

Cohn, M. (2011). Social media vs social networking.  Retrieved from https://www.compukol.com/social-media-vs-social-networking/

Cole, D., & Pullen, D. (2010). Introduction to multiliteracies in motion: Current theory and practice. In D. Cole, & D. Pullen, D. (Eds.), Multiliteracies in motion (pp. 1–13). New York: Routledge.

Connolly, M. (2011). Benefits and drawbacks of social media in education. Retrieved from https://wcer.wisc.edu/news/detail/benefits-and-drawbacks-of-social-media-in-education

Davis, K. (1995). Qualitative theory and methods in applied linguistics research. TESOL Quarterly29(3), 427–453. DOI:10.2307/3588070

Dewing, M. (2010). Social media: An introduction (Vol. 1). Ottawa ON: Library of Parliament Ottawa.

Facebook. (2018). Facebook reports second quarter 2018 results. Retrieved from https://investor.fb.com/investor-news/press-release-details/2018/Facebook-Reports-Second-Quarter-2018-Results/default.aspx

Fewkes, A. M., & McCabe, M. (2012). Facebook: Learning tool or distraction? Journal of Digital Learning in Teacher Education, 28(3), 92–98. https://doi.org/10.1080/21532974.2012.10784686

Fischer, Y. (2013). The Facebook is dead–long live WhatsApp. De Marker. Retrieved from https://www.forbes.com/sites/ericjackson/2014/02/20/facebook-is-dead-long-live-facebook/#71d89d385cdc

Geertz, C. (1973). The interpretation of cultures: selected essays. Basic Books. Retrieved from http://search.ebscohost.com.ezproxy.utas.edu.au/login.aspx?direct=true&db=cat02831a&AN=UTas.b1324392&site=eds-live

Global Media Insight. (2018). Saudi Arabia social media statistics 2018.   Retrieved from https://www.globalmediainsight.com/blog/saudi-arabia-social-media-statistics/

Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer assisted language learning, 27(1), 70–105. DOI:10.1080/09588221.2012.700315

Gonzales, L., & Vodicka, D. (2010). Top ten internet resources for educators. Leadership, 39(3), 8–37.

Grosseck, G., & Holotescu, C. (2008). Can we use Twitter for educational activities? Paper presented at the 4th International Scientific Conference, eLearning and Software for Education, Bucharest, Romania.

Gu, P. Y. (2005). Vocabulary learning strategies in the Chinese EFL context. Singapore: Marshall Cavendish International Private Limited.

Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning: A Journal of Research in Language Studies46(4), 643. Retrieved from http://search.ebscohost.com.ezproxy.utas.edu.au/login.aspx?direct=true&db=edsbl&AN=RN022843552&site=eds-live

Guvendir, E., & Gezgin, D. M. (2015). The effect of a Facebook game that requires English vocabulary knowledge on students’ English vocabulary development. Journal of Educational Sciences Research, 5(1), 41–55.

Indari, A., & Putri, M. M. C. (2018). The effect of using social media on the students’ vocabulary achievement at tenth grade students of SMA Swasta Persiapan Stabat Academic Year 2017/2018. Jurnal Tarbiyah25(1), 185–201.

Jarvis, H., & Achilleos, M. (2013). From computer assisted language learning (CALL) to mobile assisted language use. TESL-EJ, 16(4), 1–18.

Kabilan, M. K., & Zahar, T. Z. M. E. (2016). Enhancing students’ vocabulary knowledge using the Facebook environment. Indonesian Journal of Applied Linguistics, 5(2), 217–230.  DOI: 10.17509/ijal.v5i2.1346

Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business Horizons, 53(1), 59–68. DOI:10.1016/j.bushor.2009.09.003

Kapoor, K., Tamilmani, K., Rana, N., Patil, P., Dwivedi, Y. & Nerur, S. (2018). Advances in social media research: Past, present and future. Information Systems Frontiers20(3), 531–558.

Khan, I. U., Ayaz, M., & Faheem, M. (2016). The role of social media in development of English language vocabulary at university level. International Journal of Academic Research in Business and Social Sciences, 6(12), 590–604. DOI: 10.6007/IJARBSS/v6-i11/2444

Khany, R., & Monfared, M. (2013). Using social networks in language learning in Iran. International Journal of Language Learning and Applied Linguistics World, 4(2), 261–274.

Lomicka, L., & Lord, G. (2016). Social networking and language learning. In F. F. L. Murray (Ed.), The Routledge handbook of language learning and technology (pp. 255–268). New York: Routledge.

Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated by mobile technologies: a socio-cultural perspective. Computer Assisted Language Learning, 30(3–4), 183–203. https://doi.org/10.1080/09588221.2017.1301957

McDermott, G. (2013). The role of social media in foreign language teaching: A case study for French. Recherche et Pratiques Pédagogiques en Langues de Spécialité. Cahiers de l’Apliut, 32(2), 141–157.

Monica-Ariana, S., & Anamaria-Mirabela, P. (2014). The impact of social media on vocabulary learning case study—Facebook. Annals of the University of Oradea, Economic Science Series, 1(2), 120–130.

Nation, I. S. P. (1990). Teaching and Learning Vocabulary (Teaching Methods). Boston, MA: Cengage Learning, Inc.

Nation, I. S. P. (2001). Learning vocabulary in another language. Stuttgart, Germany: Ernst Klett Sprachen.

Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and speaking. New York: Routledge.

Nikbakht, E., & Boshrabadi, A. M. (2015). Analyzing the potential of social networking sites on EFL learners’ vocabulary mastery: A situated-learning approach. Theory and Practice in Language Studies, 5(8), 1635–1641. DOI: 10.17507/tpls.0508.13

Pavlik, J. V., & McIntosh, S. (2018). Converging media: A new introduction to mass communication (6th ed.). New York: Oxford University Press.

Pring, R. (2000). The ‘false dualism’ of educational research. Journal of Philosophy of Education, 34(2), 247–260. DOI: 10.1111/1467-9752.00171

Puspa, V. M. (2018). Relationships of using social media online to learning English at the English program, STBA Yapari-ABA Bandung. Humaniora, 9(1), 89–104.

Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5–22. DOI: 10.1177/0033688214561621

Sabater, C. P., & Fleta, M. B. M. (2015). ESP vocabulary and social networking: The case of Twitter. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE)(29), 129–154.

Santana, J. (2014). Dixie Dixit—New trends with technology: Using Twitter to teach vocabulary. MEXTESOL Journal, 38(3), 1–3.

Santana, J., Garcia-Santillan, A., & Pozos-Texon, F. (2014). Learning vocabulary through Twitter. Proceedings of the7th International Conference of Education, Research and Innovation (pp. 4178–4184). Seville, Spain. DOI: 10.21125/iceri.2016

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199–228). Cambridge: Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Stuttgart, Germany: Ernst Klett Sprachen.

Schwartz, H. A., Eichstaedt, J. C., Kern, M. L., Dziurzynski, L., Ramones, S. M., Agrawal, M., . . . Ungar, L. H. (2013). Personality, gender, and age in the language of social media: The open-vocabulary approach. PLoS One, 8(9), 1-16. https:/doi.org/10.1371/journal.pone.0073791

Takac, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, Buffalo, Toronto: Multilingual Matters Ltd.

Tran, P. (2016). Training learners to use Quizlet vocabulary activities on mobile phones in Vietnam with Facebook. JALT CALL Journal, 12(1), 43–56. https://doi.org/10.29140/jaltcall.v12n1.201

Twitter. (2018). Q1 2018 letter to shareholders.   Retrieved from http://files.shareholder.com/downloads/AMDA-2F526X/6347357635x0x978170/BC4C8EE1-93F6-4182-8D61-FE51F36CBFC7/Q1_2018_Shareholder_Letter.pdf

Ventura, P., & Martín-Monje, E. (2016). Learning specialized vocabulary through Facebook in a massive open online course. In A. Pareja-Lora, C. Calle-Martinez, & P. Rodríguez-Arancón (Eds.), New perspectives on teaching and working with languages in the digital era (pp. 117–128). Dublin, Ireland; Voillans, France: Research-publishing.net.

Warschauer, M. (2002). A developmental perspective on technology in language education. Tesol quarterly, 36(3), 453–475. DOI:10.2307/3588421

We Are Social & Hoottsuite. (2018). Global digital report 2018.   Retrieved from https://digitalreport.wearesocial.com/

White, C., & Kim, J. (2009). Putting the pieces of the puzzle together: How systematic vocabulary instruction and expanded learning time can address the literacy gap. Washington, DC: Center for American Progress.

Wilkins, D. A. (1972). Linguistics in language teaching. London, UK: Edward Arnold.

Zourou, K. (2012). On the attractiveness of social media for language learning: A look at the state of the art. Alsic. Apprentissage des Langues et Systèmes d’Information et de Communication, 15(1), 2-15.

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg
https://orcid.org/0000-0001-9155-2131
https://dx.doi.org/10.24093/awej/call6.21

Meshari Alharthi is a Ph.D. candidate at the University of Tasmania. He received a bachelor’s
degree in the English language with a minor degree in Education from Taif University in Saudi
Arabia and an MA in TESOL and Applied Linguistics from the University of Salford in the UK.
He is interested in language learning and social media platforms. https://orcid.org/0000-0001-
9155-2131
Dr. Andy Bown is a Lecturer in Languages and TESOL at the University of Tasmania, Australia.
He has a Ph.D. in Applied Linguistics from Macquarie University, and his research interests
include second language reading and the use of technology in language learning.
https://orcid.org/0000-0003-3735-7006
Dr. Darren Pullen is a lecturer at the University of Tasmania, where he teaches undergraduates
and graduate students in the disciplines of health science and technology. His research interest is
in the interactions of people and technology-humachine. https://orcid.org/0000-0002-8033-614X