Social Media in Language Learning: A Mixed-Methods Investigation of Saudi Students' Perceptions [Konferenzbericht] Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018).

Autor/inn/en	Aloraini, Nouf; Cardoso, Walcir
Titel	Social Media in Language Learning: A Mixed-Methods Investigation of Saudi Students' Perceptions [Konferenzbericht] Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018).
Quelle	(2018), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Social Media; Second Language Learning; English (Second Language); Student Attitudes; Computer Uses in Education; Adult Students; Advanced Students; Differences; College Students; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Soziale Medien; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Computernutzung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fortgeschrittener; Unterscheiden; Collegestudent; Saudi-Arabien
Abstract	This study investigates Saudi students' attitudes towards the use of four Social Media (SM) applications for learning English as a Foreign Language (EFL): Instagram, Snapchat, Twitter, and WhatsApp. Ninety-nine adult students participated in this mixed-methods study, which included surveys and interviews to examine their perception of SM as pedagogical tools. A two-way analysis of variance (ANOVAs) revealed that there are differences between beginner and advanced students in their perceptions of the usefulness of SM applications for language learning, but not in their affective feelings towards SM for use outside the classroom, nor their choice of SM application for learning. In addition, groups' choices of SM varied according to language purposes and skills to be learned. Further qualitative analysis revealed that advanced learners are reluctant to use SM for academic purposes, considering them to be their own social (not educational) spaces. [For the complete volume of short papers, see ED590612.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01