The Use of Community of Inquiry Framework-Informed Facebook Discussion Activities on Student Speaking Performances in a Blended EFL Class

Autor/inn/en	Duha, Mohammad Shams Ud; Richardson, Jennifer C.; Ahmed, Zohur; Yeasmin, Fahmida
Titel	The Use of Community of Inquiry Framework-Informed Facebook Discussion Activities on Student Speaking Performances in a Blended EFL Class
Quelle	In: Online Learning, 26 (2022) 4, S.94-117 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Communities of Practice; Social Media; Social Networks; Second Language Learning; Second Language Instruction; Blended Learning; English (Second Language); Scores; Language Tests; Computer Mediated Communication; Group Discussion; Undergraduate Students; Speech Communication; Comparative Analysis; Teacher Attitudes; Language Teachers; Student Attitudes; Instructional Improvement; Foreign Countries; Student Improvement; Video Technology; Peer Evaluation; Student Evaluation; Bangladesh + Suchen Sie Ihr Suchwort? Community; Soziale Medien; Social network; Soziales Netzwerk; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Computerkonferenz; Gruppendiskussion; Lehrerverhalten; Language teacher; Sprachunterricht; Schülerverhalten; Unterrichtsqualität; Ausland; Schulnote; Studentische Bewertung; Bangladesch
Abstract	Students' extensive use of Facebook in their daily lives has led researchers to investigate the affordances of Facebook for educational purposes. To further the research into the use of Facebook to improve language teaching, we conducted a convergent parallel mixed-methods study to examine the use of Community of Inquiry-informed Facebook discussion activities on the speaking performances of undergraduate students in a blended EFL speaking class in Bangladesh. A Facebook group was maintained for both the treatment and control conditions; however, the discussion activities were required only by the treatment condition. We found a statistically significant difference between the initial and post-test speaking scores for the treatment and control conditions. While no difference was observed in post-test scores between the two conditions, students' and the instructor's comments on the Facebook group and student interview data revealed that Facebook was helpful for both conditions in improving their performances, but in different ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01