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Yıl 2021, Cilt: 4 Sayı: 3, 475 - 488, 30.09.2021

Ilknur Istifci Asiye Dogan Ucar

https://doi.org/10.31681/jetol.922968
Cited By: 4

Öz

Kaynakça

  • Akbari, E., Pilot, A., & Simons, P. R. J. (2015). Autonomy, competence, and relatedness in foreign language learning through Facebook. Computers in Human Behavior, 48, 126-134.
  • Alberth, A. (2019). Use of Facebook, students’ intrinsic motivation to study writing, writing self-efficacy and writing performance. Technology, Pedagogy and Education, 28(1), 21-36.
  • Andujar, A., & Cruz-Martinez, M. S. (2017). Mobile instant messaging: WhatsApp and its potential to develop oral skills. Comunicar, 25(50), 43–52.
  • Aydın, S. (2014). Foreign language learners' interactions with their teachers on Facebook. System, 42, 155-163.
  • Barrot, J. S. (2016). Using Facebook-based e-portfolio in ESL writing classrooms: impact and challenges. Language, Culture and Curriculum, 29(3), 286-301.
  • Barrot, J. S. (2020). Effects of Facebook-based e-portfolio on ESL learners’ writing performance. Language, Culture and Curriculum, 1-17.
  • Barrot, J. S. (2021). Social media as a language learning environment: a systematic review of the literature (2008-2019). Computer Assisted Language Learning, 1-29.
  • Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17-28.
  • Blattner, G., & Fiori, M. (2011). Virtual social network communities: An investigation of language learners’ development of sociopragmatic awareness and multiliteracy skills. CALICO Journal, 29, 24–43.
  • Börekçi, R., & Aydın, S. (2020). Foreign language teachers’ interactions with their students on Facebook. Computer Assisted Language Learning, 33(3), 217-239.
  • Brook, J. (2011). The affordances of YouTube for language learning and teaching. Hawaii Pacific University TESOL Working Paper Series, 9(1), 2.
  • Chao, Y. C. J., & Lo, H. C. (2011). Students' perceptions of Wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19(4), 395-411.
  • Chen, C. W. Y. (2020). Analyzing online comments: a language-awareness approach to cultivating digital literacies. Computer Assisted Language Learning, 33(4), 435-454.
  • Chen, H. I. (2017). Intercultural communication in online social networking discourse. Language and Intercultural Communication, 17(2), 166-189.
  • Chen, P. J. (2016). Learners' metalinguistic and affective performance in blogging to write. Computer Assisted Language Learning, 29(4), 790-814.
  • Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249-1258.
  • Ducate, L. C., Anderson, L. L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495-524.
  • Eren, Ö. (2012). Students’ attitudes towards using social networking in foreign language classes: A Facebook example. Public Relations Journal, 4(3), 288-294.
  • Fewell, N. (2014). Social networking and language learning with Twitter. Research Papers in Language Teaching and Learning, 5(1), 223-234.
  • Fouz-González, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631-663.
  • Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 783-801.
  • Hsu, H. C. (2016). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29(5), 968-983.
  • Hsu, H. C. (2019). Wiki-mediated collaboration and its association with L2 writing development: An exploratory study. Computer Assisted Language Learning, 32(8), 945-967.
  • İstifçi, İ. (2011). Opinions of elementary level EFL learners on the use of weblogs. Turkish Online Journal of Distance Education, 12(1), 212-222.
  • İstifçi, İ. (2014a). Perceptions of EFL Students on Educational Use of Facebook. In Proceedings of the European Conference on social media: ECSM 2014, 219-225.
  • İstifçi, İ. (2014b). Use of Facebook by Foreign Language Instructors. In Cases on Communication Technology for Second Language Acquisition and Cultural Learning, 434-458.
  • Jin, L. (2018). Digital affordances on WeChat: Learning Chinese as a second language. Computer Assisted Language Learning, 31(1-2), 27-52.
  • Ko, M. H. (2019). Students’ reactions to using smartphones and social media for vocabulary feedback. Computer Assisted Language Learning, 32(8), 920-944.
  • Lantz-Andersson, A., Vigmo, S., & Bowen, R. (2013). Crossing boundaries in Facebook: Students’ framing of language learning activities as extended spaces. International Journal of Computer-Supported Collaborative Learning, 8(3), 293-312.
  • Lenkaitis, C. A. (2020). Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy. Computer Assisted Language Learning, 33(5-6), 483-509.
  • Lin, V., Kang, Y. C., Liu, G. Z., & Lin, W. (2016). Participants’ experiences and interactions on Facebook group in an EFL course in Taiwan. The Asia-Pacific Education Researcher, 25(1), 99–109.
  • Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33(3), 197-216.
  • Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 1-13.
  • Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20(1), 166-190.
  • Özdemir, E. (2017). Promoting EFL learners’ intercultural communication effectiveness: a focus on Facebook. Computer Assisted Language Learning, 30(6), 510-528.
  • Paul, J. Z., & Friginal, E. (2019). The effects of symmetric and asymmetric social networks on second language communication. Computer Assisted Language Learning, 32(5-6), 587-618.
  • Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: A taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905-931.
  • Pham, V. P. H., & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, 29(4), 724-748.
  • Qi, G. Y., & Wang, Y. (2018). Investigating the building of a WeChat-based community of practice for language teachers’ professional development. Innovation in language learning and teaching, 12(1), 72-88.
  • Rassaei, E. (2017). Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: A case of Persian EFL learners. Computer Assisted Language Learning, 30(1-2), 133-148.
  • Scopus. (2021). Sources. https://www.scopus.com/sources.uri Sekiguchi, S. (2012). Investigating the effects of Twitter on developing a social learning environment to support Japanese EFL students’ self-regulated learning. International Conference “ICT for Language learning” 5th Edition.
  • Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.
  • Silviyanti, T. M. (2014). Looking into EFL students’ perceptions in listening by using English movie videos on YouTube. Studies in English Language and Education, 1(1), 45-63.
  • Statista. (2020, June 26). Social Media Statistics and Facts. https://www.statista.com/topics/ 1164/social-networks/
  • Statista. (2021, March 18). Social Media Statistics and Facts. https://www.statista.com/topics/ 1164/social-networks/
  • Su, Y., Li, Y., Liang, J. C., & Tsai, C. C. (2019). Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning. Computer Assisted Language Learning, 32(5-6), 556-586.
  • Sun, Z., Lin, C. H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English- speaking skills of young learners through mobile social networking. Computer assisted language learning, 30(3-4), 304-324.
  • Taillefer, L., & Munoz-Luna, R. (2014). Developing oral skills through Skype: A language project analysis. Procedia-social and behavioral sciences, 141, 260-264.
  • Terhune, N. M. (2016). Language learning going global: linking teachers and learners via commercial Skype-based CMC. Computer assisted language learning, 29(6), 1071- 1089.
  • Tian, J., & Wang, Y. (2010). Taking language learning outside the classroom: Learners' perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4(3), 181-197.
  • Viáfara González, J. J. (2020). Prospective English teachers re-examining language ideologies in telecollaboration#. Computer Assisted Language Learning, 33(7), 732-754.
  • Wang, H. C., & Chen, C. W. Y. (2019). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 1-14.
  • Winet, D. (2016). Mobile instant messaging in the ESL writing class. The Electronic Journal for English as a Second Language, 20(3), 1-6.
  • Wu, S. (2016). A study on the English teaching model in the Facebook environment. Theory and Practice in Language Studies, 6(9), 1791-1796.
  • Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30(3-4), 173-182.
  • Yang, P. L. (2013). Discourse Analysis of EFL College Learners’ Online Social Interaction and Attitudes towards Facebook. International Journal of English Linguistics, 3(6), 64.
  • Yunus, M. M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: Students’ perceptions. Journal of Education and Information Technologies, 1(6), 87–96.
  • Zou, B., Li, H., & Li, J. (2018). Exploring a curriculum app and a social communication app for EFL learning. Computer Assisted Language Learning, 31(7), 694-713.
  • Zou, B., Wang, D., & Xing, M. (2016). Collaborative tasks in Wiki-based environment in EFL learning. Computer Assisted Language Learning, 29(5), 1001-1018.

A review of research on the use of social media in language teaching and learning

Yıl 2021, Cilt: 4 Sayı: 3, 475 - 488, 30.09.2021

Ilknur Istifci Asiye Dogan Ucar

https://doi.org/10.31681/jetol.922968
Cited By: 4

Öz

The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in Computer Assisted Language Learning, a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts & Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.

Anahtar Kelimeler

CALL social media language learning language teaching

Kaynakça

  • Akbari, E., Pilot, A., & Simons, P. R. J. (2015). Autonomy, competence, and relatedness in foreign language learning through Facebook. Computers in Human Behavior, 48, 126-134.
  • Alberth, A. (2019). Use of Facebook, students’ intrinsic motivation to study writing, writing self-efficacy and writing performance. Technology, Pedagogy and Education, 28(1), 21-36.
  • Andujar, A., & Cruz-Martinez, M. S. (2017). Mobile instant messaging: WhatsApp and its potential to develop oral skills. Comunicar, 25(50), 43–52.
  • Aydın, S. (2014). Foreign language learners' interactions with their teachers on Facebook. System, 42, 155-163.
  • Barrot, J. S. (2016). Using Facebook-based e-portfolio in ESL writing classrooms: impact and challenges. Language, Culture and Curriculum, 29(3), 286-301.
  • Barrot, J. S. (2020). Effects of Facebook-based e-portfolio on ESL learners’ writing performance. Language, Culture and Curriculum, 1-17.
  • Barrot, J. S. (2021). Social media as a language learning environment: a systematic review of the literature (2008-2019). Computer Assisted Language Learning, 1-29.
  • Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17-28.
  • Blattner, G., & Fiori, M. (2011). Virtual social network communities: An investigation of language learners’ development of sociopragmatic awareness and multiliteracy skills. CALICO Journal, 29, 24–43.
  • Börekçi, R., & Aydın, S. (2020). Foreign language teachers’ interactions with their students on Facebook. Computer Assisted Language Learning, 33(3), 217-239.
  • Brook, J. (2011). The affordances of YouTube for language learning and teaching. Hawaii Pacific University TESOL Working Paper Series, 9(1), 2.
  • Chao, Y. C. J., & Lo, H. C. (2011). Students' perceptions of Wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19(4), 395-411.
  • Chen, C. W. Y. (2020). Analyzing online comments: a language-awareness approach to cultivating digital literacies. Computer Assisted Language Learning, 33(4), 435-454.
  • Chen, H. I. (2017). Intercultural communication in online social networking discourse. Language and Intercultural Communication, 17(2), 166-189.
  • Chen, P. J. (2016). Learners' metalinguistic and affective performance in blogging to write. Computer Assisted Language Learning, 29(4), 790-814.
  • Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249-1258.
  • Ducate, L. C., Anderson, L. L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495-524.
  • Eren, Ö. (2012). Students’ attitudes towards using social networking in foreign language classes: A Facebook example. Public Relations Journal, 4(3), 288-294.
  • Fewell, N. (2014). Social networking and language learning with Twitter. Research Papers in Language Teaching and Learning, 5(1), 223-234.
  • Fouz-González, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631-663.
  • Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 783-801.
  • Hsu, H. C. (2016). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29(5), 968-983.
  • Hsu, H. C. (2019). Wiki-mediated collaboration and its association with L2 writing development: An exploratory study. Computer Assisted Language Learning, 32(8), 945-967.
  • İstifçi, İ. (2011). Opinions of elementary level EFL learners on the use of weblogs. Turkish Online Journal of Distance Education, 12(1), 212-222.
  • İstifçi, İ. (2014a). Perceptions of EFL Students on Educational Use of Facebook. In Proceedings of the European Conference on social media: ECSM 2014, 219-225.
  • İstifçi, İ. (2014b). Use of Facebook by Foreign Language Instructors. In Cases on Communication Technology for Second Language Acquisition and Cultural Learning, 434-458.
  • Jin, L. (2018). Digital affordances on WeChat: Learning Chinese as a second language. Computer Assisted Language Learning, 31(1-2), 27-52.
  • Ko, M. H. (2019). Students’ reactions to using smartphones and social media for vocabulary feedback. Computer Assisted Language Learning, 32(8), 920-944.
  • Lantz-Andersson, A., Vigmo, S., & Bowen, R. (2013). Crossing boundaries in Facebook: Students’ framing of language learning activities as extended spaces. International Journal of Computer-Supported Collaborative Learning, 8(3), 293-312.
  • Lenkaitis, C. A. (2020). Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy. Computer Assisted Language Learning, 33(5-6), 483-509.
  • Lin, V., Kang, Y. C., Liu, G. Z., & Lin, W. (2016). Participants’ experiences and interactions on Facebook group in an EFL course in Taiwan. The Asia-Pacific Education Researcher, 25(1), 99–109.
  • Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33(3), 197-216.
  • Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 1-13.
  • Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20(1), 166-190.
  • Özdemir, E. (2017). Promoting EFL learners’ intercultural communication effectiveness: a focus on Facebook. Computer Assisted Language Learning, 30(6), 510-528.
  • Paul, J. Z., & Friginal, E. (2019). The effects of symmetric and asymmetric social networks on second language communication. Computer Assisted Language Learning, 32(5-6), 587-618.
  • Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: A taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905-931.
  • Pham, V. P. H., & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, 29(4), 724-748.
  • Qi, G. Y., & Wang, Y. (2018). Investigating the building of a WeChat-based community of practice for language teachers’ professional development. Innovation in language learning and teaching, 12(1), 72-88.
  • Rassaei, E. (2017). Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: A case of Persian EFL learners. Computer Assisted Language Learning, 30(1-2), 133-148.
  • Scopus. (2021). Sources. https://www.scopus.com/sources.uri Sekiguchi, S. (2012). Investigating the effects of Twitter on developing a social learning environment to support Japanese EFL students’ self-regulated learning. International Conference “ICT for Language learning” 5th Edition.
  • Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.
  • Silviyanti, T. M. (2014). Looking into EFL students’ perceptions in listening by using English movie videos on YouTube. Studies in English Language and Education, 1(1), 45-63.
  • Statista. (2020, June 26). Social Media Statistics and Facts. https://www.statista.com/topics/ 1164/social-networks/
  • Statista. (2021, March 18). Social Media Statistics and Facts. https://www.statista.com/topics/ 1164/social-networks/
  • Su, Y., Li, Y., Liang, J. C., & Tsai, C. C. (2019). Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning. Computer Assisted Language Learning, 32(5-6), 556-586.
  • Sun, Z., Lin, C. H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English- speaking skills of young learners through mobile social networking. Computer assisted language learning, 30(3-4), 304-324.
  • Taillefer, L., & Munoz-Luna, R. (2014). Developing oral skills through Skype: A language project analysis. Procedia-social and behavioral sciences, 141, 260-264.
  • Terhune, N. M. (2016). Language learning going global: linking teachers and learners via commercial Skype-based CMC. Computer assisted language learning, 29(6), 1071- 1089.
  • Tian, J., & Wang, Y. (2010). Taking language learning outside the classroom: Learners' perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4(3), 181-197.
  • Viáfara González, J. J. (2020). Prospective English teachers re-examining language ideologies in telecollaboration#. Computer Assisted Language Learning, 33(7), 732-754.
  • Wang, H. C., & Chen, C. W. Y. (2019). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 1-14.
  • Winet, D. (2016). Mobile instant messaging in the ESL writing class. The Electronic Journal for English as a Second Language, 20(3), 1-6.
  • Wu, S. (2016). A study on the English teaching model in the Facebook environment. Theory and Practice in Language Studies, 6(9), 1791-1796.
  • Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30(3-4), 173-182.
  • Yang, P. L. (2013). Discourse Analysis of EFL College Learners’ Online Social Interaction and Attitudes towards Facebook. International Journal of English Linguistics, 3(6), 64.
  • Yunus, M. M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: Students’ perceptions. Journal of Education and Information Technologies, 1(6), 87–96.
  • Zou, B., Li, H., & Li, J. (2018). Exploring a curriculum app and a social communication app for EFL learning. Computer Assisted Language Learning, 31(7), 694-713.
  • Zou, B., Wang, D., & Xing, M. (2016). Collaborative tasks in Wiki-based environment in EFL learning. Computer Assisted Language Learning, 29(5), 1001-1018.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ilknur Istifci 0000-0002-3295-5747

Asiye Dogan Ucar 0000-0002-1243-133X

Yayımlanma Tarihi 30 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 4 Sayı: 3

Kaynak Göster

APA Istifci, I., & Dogan Ucar, A. (2021). A review of research on the use of social media in language teaching and learning. Journal of Educational Technology and Online Learning, 4(3), 475-488. https://doi.org/10.31681/jetol.922968

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 Kapak Resmi İndir


22029

JETOL is abstracted and indexed by ERIC - Education Resources Information Center.