Computer Mediated Communication and Vocabulary Learning: The Case of Facebook

Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smart phones, tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer mediated communication modes and devices, it is noticed that people still lack vocabulary in the English language.  Therefore, this research intends to investigate Facebook use as a shared online space to learn vocabulary in English language. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of facebook users: a questionnaire and an experiment. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training on some strategies. Hence, Facebook proved to be not only a source of entertainment, but also an effective informal learning tool of English vocabulary

SUDANESE STUDENTS’ PERCEPTIONS OF USING FACEBOOK FOR VOCABULARY LEARNING AT UNIVERSITY LEVEL

This paper aims to explore Sudanese students’ perception of using Facebook for vocabulary learning at university level. Numerous studies have undertaken exploration on the use of innovative methodologies for foreign language learning. However, the role of Facebook in such context is underexplored, culminating in this particular work. 100 first and second year students pursuing their Bachelor degree with major in English at University of AL Imam AL Mahdi of the academic year 2016-2017 were selected to take part in this study. Quantitative research method was utilized to yield perspective understanding of their involvement with the particular platform. The findings reveal that the students have positive perceptions regarding the use of Facebook for vocabulary learning. The students have also expressed the assistance of Facebook in learning new things through the useful information available on the site. This paper concludes that Facebook is a potential platform for improvement of university students’ vocabulary knowledge.  Keywords: Facebook, language learning, social media, Sudan, vocabulary, tertiary educationCite as: Al Mubarak, A.A. (2017). Sudanese students’ perceptions of using Facebook for vocabulary learning at university level. Journal of Nusantara Studies, 2(1), 170-176.  http://dx.doi.org/10.24200/jonus.vol2iss1pp177-19

Maximizing Students English Ability Trough Facebook

The development of social media recently in this era is really attractive to be discussed. Almost all students use their mobile phone to access it. So that why we as teacher cannot use this brilliant tool in learning English. Qodriani (2013) said that Facebook is not just a great way for people to find old friend or know about what happening recently but it is also an incredible learning media that can support teaching and learning activity. Attractive media makes learning enjoyable. The design used in this research was descriptive design with 12 students as participants. This research focuses on the English learning through Facebook. How Facebook used in English language class, how students' perspective of using Facebook in learning English and how Facebook maximize their English will be described in this paper. This activity offers students in learning English and makes enjoyable learning. Moreover students can write and share what they have done or something happened to them without any worrying of making mistake

Effects of drama-based activities and Facebook on Thai secondary school students’ English speaking skills, attitudes and motivation

This study explored Thai secondary school students’ English language learning with an aim to investigate the effects of integrating drama-based activities and Facebook on the students’ English speaking skills, attitudes towards and motivation in learning the English language. The study used a mixed methods approach to collect both quantitative and qualitative data. A total of 40 students from two Grade 12 classes and 2 teachers of English at Srinakarindra the Princes Mother School, Nongbualamphu, Thailand participated in this study. They were selected using purposive sampling and assigned to two groups of 20 students each: the experimental group (using drama-based activities and Facebook) and the control group (using traditional face-to-face learning activities). The data was collected through English speaking tests, Attitude and Motivation Test Battery (AMTB) questionnaires, classroom observations, classroom evaluations and interviews. Throughout the data collection process, reflective journals were used to help the students reflect on learning activities as the study progressed. The findings of the study indicate that the integration of drama-based activities and Facebook had positive effects on the students’ speaking skills. The integration technique encouraged the students to be more active in their learning and increased their motivation and positive attitudes towards learning the English language. The integration technique also provided the students with more interaction and a flexible learning environment to actively communicate and collaborate with their teachers of English and peers. The activities also led the students to develop not only their speaking skills but also other skills that are important for language learning in the classroom, such as discussion and writing skills. The findings of the study may be beneficial to researchers and teachers who aim to develop students’ EFL speaking skills and active learning, while enhancing positive motivation and attitudes towards learning and speaking English. The study offers alternative English teaching methods that integrate a social media platform such as Facebook with drama-based learning activities to produce an interactive and motivated learning approach. The findings of the study also provide insightful descriptions of how drama-based activities and Facebook can be effectively integrated into the curriculum to assist Thai EFL secondary school students to develop their English-speaking skills

Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective

It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too.Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, & Hughes, 2009) and expose learners to the authentic use of the target language (Baralt, 2011). However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using \u27The Facebook\u27, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition