L2 Engagements on Facebook: A Survey on the Network's Usefulness for Voluntary German and Japanese Learning

[EN] In this paper the results of an online survey (n=210) regarding the usefulness of Facebook for informal L2 learning will be presented. Participants were individual Facebook users who study either German (n=118) or Japanese (n=92). By using a combination of open and closed questions, the mostly quantitative findings of the survey indicate that for most participants Facebook is a suitable tool for improving their L2 skills, because the network enables them to establish or to maintain social contacts with native speakers and to have authentic opportunities to express themselves in the L2. As particularly effective activities, participants mentioned reading and writing L2 posts on the networks’ timeline, exchanging private messages, and commenting on friends’ posts. As far as effects on L2 learning are concerned, most participants noted an improvement in their reading and writing skills, as well as an expansion of their vocabulary and cultural understanding. Some respondents, however, raised concerns about the formal correctness of the language they encounter on the network as well as insecurity regarding communication with strangers. The information participants provided on their informal use of Facebook led to the conclusion, that learners of L2 German and learners of L2 Japanese show similar tendencies in using the network for their L2 learning. In contrast to using social networks in educational settings, their informal use allows learners much more freedom to decide when, how often, with whom, on which topic, and in which way they wish to interact in their target language on the network.Harting, A. (2020). L2 Engagements on Facebook: A Survey on the Network's Usefulness for Voluntary German and Japanese Learning. The EuroCALL Review. 28(2):2-12. https://doi.org/10.4995/eurocall.2020.12377212282Alm, A. (2015). Facebook for informal language learning: Perspectives from tertiary language students. The EUROCALL Review, 23(2), 3-18. https://doi.org/10.4995/eurocall.2015.4665Araya Ríos, J. & Campos, L. E., (2015). The Role of Facebook in Foreign Language Learning. Revista de Lenguas Modernas, 23, 253-262. https://doi.org/10.15517/rlm.v0i23.22349Dizon, G. (2015). Japanese students' attitudes toward the use of Facebook in the EFL classroom. The Language Teacher, 39(5), 9-14. https://doi.org/10.37546/JALTTLT39.5-2Dizon, 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. https://doi.org/10.1080/09588221.2016.1266369Harting, A. (2017). Using Facebook to improve L2 German students' socio-pragmatic skills, The EuroCALL Review, 25(1), 26-35. https://doi.org/10.4995/eurocall.2017.7014Harting, A. (2018). Schwierigkeiten bei der Bewältigung von Facebook-Aufgaben im Deutschunterricht in Japan, Neue Beiträge zur Germanistik, 157, 155-179. https://doi.org/10.11282/jgg.157.0_155Leier, V. & Cunningham, U. (2016) "just facebook me" A study on the integration of Facebook into a German language curriculum. Limassol, Cyprus: EUROCALL conference: 260-264. https://doi.org/10.14705/rpnet.2016.eurocall2016.572Manca, S. & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education. Computers & Education, 95(1), 216-230. https://doi.org/10.1016/j.compedu.2016.01.012Prichard, C. (2013). Training L2 Learners to Use Facebook Appropriately and Effectively. CALICO Journal, 30(2), 204-225. https://doi.org/10.11139/cj.30.2.204-225Promnitz-Hayashi, L. (2011). A learning success story using Facebook. Studies in Self-Access Learning Journal, 2(4), 309-316. https://doi.org/10.37237/020408Sim, M. A. & Pop, A. M. (2014). The impact of social media on vocabulary learning case study: Facebook, Annals of the University of Oradea, Economic Science Series, 23(2), 120-130.Stevenson, M.P., & Liu. M. (2010). Learning a language with Web 2.0: Exploring the use of social net-Learning a language with Web 2.0: Exploring the use of social net-working features of foreign language learning websites. CALICO Journal, 27, 233-259. https://doi.org/10.11139/cj.27.2.233-259Wang, S., & Vasquèz, C. (2012). Web 2.0 and second language learning: what does the research tell us? CALICO Journal, 29(3). 412-429. https://doi.org/10.11139/cj.29.3.412-430Waragai, I., Kurabayashi, S., Ohta, T., Raindl, M., Kiyoki, Y. & Tokuda, H. (2014). Context-aware writing support for SNS: connecting formal and informal learning. In L. Bradley & S. Thouësny (Eds.), CALL design: principles and practice. Proceedings of the EUROCALL 2014 Conference, 403-407. https://doi.org/10.14705/rpnet.2014.000253White, J. (2009). The use of Facebook to improve motivation and academic writing. Proceedings of the Third International Wireless Ready Symposium, 28-32

Social Media in Education: A Case Study Regarding Higher Education Students’ Viewpoints

The digital prevalence on everyday life caused by the coronavirus pandemic (COVID-19) has drastically impacted the whole world. The educational domain was no exception and has been affected by this rapid shift to online and virtual learning environments. Social media are widely used as a means to share ideas and opinions, acquire knowledge, get informed about news, communicate and collaborate. Moreover, social media are in line with several learning theories. Therefore, their integration in educational settings has the potential to yield several benefits. The aim of the study is to examine this digital shift by analyzing and comprehending higher education students’ experiences and viewpoints regarding the use of social media in education. In total 130 students participated in this study. Based on the results, the majority of students viewed the integration of social media in education positively and regarded it as a means that promotes and enhances communication, group work, collaboration as well as knowledge and ideas sharing with both fellow students and educators. Moreover, students considered social media to be an invaluable teaching tool that when used in a student-centered manner can increase their productivity, engagement, motivation and academic performance as well as improve the teaching and learning process. Finally, social media was assessed as essential for today’s life and as a promising tool that will be more widely used in educational settings in the near future.©2022 Springer. This is a post-peer-review, pre-copyedit version of an article published in Mobility for Smart Cities and Regional Development - Challenges for Higher Education: Proceedings of the 24th International Conference on Interactive Collaborative Learning (ICL2021). The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-030-93904-5_73fi=vertaisarvioitu|en=peerReviewed

The use of technology in music education in North Cyprus according to student music teachers

Today, the rapid changes and developments in information and communication technologies affect all sectors, which includes a positive impact in the field of education. For this reason, it is important that teachers make effective use of technologies and keep up with innovation to meet the needs of the new generation. This research focuses on describing technology use in music education at a university in North Cyprus, according to 18 student music teachers, to highlight the extent to which technology has been integrated into music education, making recommendations for further integration. This mixed-methods study employed a questionnaire containing closed-ended questions, which were analysed quantitatively, as well as open-ended questions, which were analysed based on content analysis. Results underline the importance of curriculum updates to integrate information and communication technology into student music teacher training and the need for in-service training to keep established teachers up-to-date with innovative technologies. Future research is recommended to compare music education practices cross-culturally and to identify ways of maximising the benefits of innovations in technology for music educators.Keywords: information-communication technology (ICT); music technology; social media; student music teache

Social media utilisation by ophthalmic and non-ophthalmic resident doctors in Nigeria

Objectives: The use of social media (SM) in medical specialties has not been well studied in Nigeria. Thus, this study compared utilisation of social media between Ophthalmologists-in-training and trainees in other medical specialties.Methods: Semi-structured self-administered questionnaire was used to collect information on SM use from the participants. Descriptive and inferential statistics (Chi-squared and t-test) were used to analyse the data.Results: Almost all the respondents had at least one active social media account. WhatsApp and Facebook were the preferred SM platforms among the respondents. Ophthalmologists-in-training usually used SM to access academic resources (77.8%) while other trainees used SM to share information on difficult clinical cases (80.2%). Both groups found WhatsApp and YouTube very useful in their practice. Impediments to realizing the potentials of SM in medical practice included poor internet services (85.5%), poor electricity supply (55.4%), privacy and ethical issues (36.2%).Conclusion: Most resident doctors in Nigeria are actively using SM for social interactions, professional development and academic pursuits. Its full potentials in medical practice are yet to be utilized. Resolution of crisis in the power sector in Nigeria and provision of internet services in tertiary hospitals in Nigeria would enhance the realization of full benefits of SM in healthcare delivery.Key-words: Social media, WhatsApp, YouTube, Resident Doctors, Nigeri

Self-Compassion, Psychological Resilience, and Social Media Use among Thai and British University Students

Previous research has suggested that self-compassion and psychological resilience are likely to be protective factors for young people’s psychological wellbeing during their time at university. However, no research has focused on self-compassion and psychological resilience among Thai and British students. The aims of this study were to explore the factors that affected self-compassion and psychological resilience among Thai and British university students and to explore the role that social media use has on these constructs. A total of 767 university students (482 Thai and 285 British undergraduate students) took part in a questionnaire-based study and 42 students (21 Thai and 21 British undergraduate students) participated in the in-depth interviews. The quantitative data show that gender, year of study as well as social media factors were predictors of self-compassion, while social support and perceived success influenced psychological resilience among Thai and British students. In addition, the qualitative data indicate that Thai and British students encountered similar problems and highlight the role that family and friends had on students’ strategies to deal with their problems compared to teachers and social media. The comparison between the two groups is discussed in relation to social media and cultural factors and the implications for higher education are considered

Using Mobile Assisted Language Learning (MALL) to Teach English in Indonesian Context: Opportunities and Challenges

Information Technology (IT), more particularly, mobile devices and applications are getting more and more popular in the world of education. Language learning has become one part of education that uses mobile technology. In Indonesia, Mobile Assisted Language Learning (MALL) has been applied in a number of regions although it is also admitted that some places are not as fortunate as those which have applied it. Some have questioned the possibility of the application of MALL in their regions, but some others comment that the application of it is unavoidable. The questions raised in this research are: 1) what are the opportunities as well as the challenges of using MALL?  2) How is the possibility of applying MALL in Indonesian context? This research is descriptive qualitative. The techniques of data collection applied were library research and self-reflection. The data analysis methods were data reduction, data display, and conclusion drawing. To answer the questions in this research, this paper looks at a number of mobile devices and applications and reviews literature (including peer-reviewed articles) related to the opportunities as well as their challenges of incorporation into the context of English as Foreign Language (EFL) education. Their use in Indonesian context is then discussed. Finally, this paper recommends that MALL should be used in EFL education in Indonesia in order to keep up with the digital learning of this world and also suggests that further research should be conducted for each mobile device and app in all parts of Indonesia, including rural areas

Effects of Electronic Devices and Social Media in the Prospects of Australian Higher Education, Teaching and Learning [Efectos de los dispositivos electrónicos y las redes sociales en las perspectivas de la educación superior, la enseñanza y el aprendizaje en Australia]

Abstract: This paper presents a comprehensive analysis of the effects of electronic devices and social media in the prospects of Australian higher education, teaching and learning. The purpose of this research is to discover teaching and learning when electronic devices and social media are implemented and integrated in Australian educaN2o3e4liaztion. This paper mainly has used secondary research data and methods to provide a broad investigation of teaching and learning with electronic devices and the roles social media play. The research is subject to academic journal articles, project reports, media articles, corporation based documents and other appropriate information. The study found that electronic devices and social media present both opportunities and challenges to higher education. In addition, they offer advantages for student learning and frustrations from learning with electronic devices. One of the most important advantages is the ability to access information quickly and conveniently such as accessing course contents such a discussion boards, course readings, and video clips they need to watch for class on their mobile devices. In addition, they use their devices to upload and post content to course sites. Overall, the students found using mobile devices very convenient. Also constant connectivity among the devices helps the students to communicate with fellow classmates and the teachers. Social media such as Face book, Twitter have allowed students to share their thoughts immediately with their classmates within the course of their everyday lives. Finally the review found that though Australian students have considered electronic devices helpful, frustrations from learning with the devices are obvious which include anti-technology instructors in other classes, e-device challenges, and devices as a distraction.Keywords: Electronic Devices; Social Media; Higher Education; Teaching & Learning; Australia. Resumen:Este artículo presenta un análisis exhaustivo de los efectos de los dispositivos electrónicos y las redes sociales en las perspectivas de la educación superior, la enseñanza y el aprendizaje australianos. El propósito de esta investigación es descubrir la enseñanza y el aprendizaje cuando los dispositivos electrónicos y las redes sociales se implementan e integran en la educación australiana. Este documento ha utilizado principalmente datos y métodos de investigación secundaria para proporcionar una amplia investigación de la enseñanza y el aprendizaje con dispositivos electrónicos y los roles que desempeñan las redes sociales. La investigación está basada en artículos de revistas académicas, informes de proyectos, artículos de medios, documentos corporativos y otra información apropiada. El estudio mostró que los dispositivos electrónicos y las redes sociales presentan oportunidades y desafíos para la educación superior. Además, ofrecen ventajas para el aprendizaje de los alumnos y frustraciones derivadas del aprendizaje con dispositivos electrónicos. Una de las ventajas más importantes es la capacidad de acceder a la información de manera rápida y cómoda, como acceder a los contenidos del curso, tales como paneles de discusión, lecturas de cursos y videoclips que deben ser vistos por la clase en sus dispositivos móviles. Además, utilizan sus dispositivos para cargar y publicar contenido en los sitios del curso. En general, los estudiantes encontraron que usar dispositivos móviles es muy conveniente. También la conectividad constante entre los dispositivos ayuda a los estudiantes a comunicarse con sus compañeros de clase y los profesores. Los medios sociales como Facebook o Twitter han permitido a los estudiantes compartir sus pensamientos de inmediato con sus compañeros de clase en el transcurso de su vida cotidiana. Finalmente, la revisión encontró que aunque los estudiantes australianos han considerado útiles los dispositivos electrónicos, las frustraciones por aprender con los dispositivos son obvias, lo que incluye a los instructores antitecnología en otras clases, los desafíos de dispositivos electrónicos y los dispositivos como una distracción.Palabras clave: dispositivos electrónicos; Medios de comunicación social; Educación Superior; Enseñanza y aprendizaje; Australia

Social Media Centrality in Identity (Re)construction in Higher Education

UIDB/04647/2020 UIDP/04647/2020Social media, including digital social networks, runs through a large part of society. This position paper analyses the social media centrality in identity (re)construction in higher education, seeking to add to the understanding of the social media's role in the identity, both in the individual dimension - of several higher education actors (academics and students) - and in the identity of higher education institutions. In methodological terms, a selection and review of publications addressing this topic were conducted. Results allow concluding that it is critical to consider the growing relevance of digital social networks in shaping these actors' identity, without disregarding the individual situations of great limitation or even rejection by the presence of digital social networks in identity (re)construction. Regarding the implications, at the theoretical level and according to the existing corpus of knowledge, there is a need for further studies to deepen the understanding of this topic. As a practical implication, while the presence of digital social media in human relationships is unavoidable in many instances, the intentional and relevant mobilization of these digital social media is crucial, both for higher effectiveness and efficacy of the academic-student interaction and for the dissemination and positive image of higher education institutions and academics.publishersversionpublishe

Use of social media for informal language learning by Malaysian university students

Social networking services (SNSs) are a much-touted technology for improved learning, yet very little research goes beyond the classroom-level controlled application of SNSs. This paper provides a look at reported usage and application of SNSs beyond the classroom, where data is scarce. The paper describes an investigation on whether Malaysian university students think SNSs are helpful for learning English, and the areas of language proficiency that these students perceived to benefit the most from their usage of SNSs. A total of 6,085 students participated in the online survey. Results indicate that an overwhelming majority (99.7%) make use of SNSs to learn English outside the classroom and 97.4% of these believe their use of SNSs helps improve their proficiency. The respondents indicated that the areas of proficiency that benefitted the most from their use of SNSs are writing, communication, vocabulary development and reading. In contrast, grammar as well as listening and speaking benefitted the least. The results presented a much needed, and currently lacking, view into the actual utility and use of SNSs for the purpose of informal learning of English among students in Malaysian universities