"CALLing the Process of Writing": Facebook as Language Support Learning Tool in Enhancing the EFL Learners' Online Writing Performance

Autor/inn/en	Tarihoran, Nafan; Alhourani, Alaa Q.; Ocaña-Fernandez, Yolvi; Alanya-Beltran, Joel; Hernández, Ronald M.
Titel	"CALLing the Process of Writing": Facebook as Language Support Learning Tool in Enhancing the EFL Learners' Online Writing Performance
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022), S.496-510 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tarihoran, Nafan) ORCID (Alhourani, Alaa Q.) ORCID (Ocaña-Fernandez, Yolvi) ORCID (Alanya-Beltran, Joel) ORCID (Hernández, Ronald M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Social Media; Computer Assisted Instruction; Writing Instruction; Writing Skills; Second Language Learning; Second Language Instruction; Gender Differences; Age Differences; Instructional Effectiveness; Teaching Methods; Correlation; Educational Needs; Online Courses; Learner Engagement; COVID-19; Pandemics; Student Attitudes; English (Second Language); Secondary School Students + Suchen Sie Ihr Suchwort? Soziale Medien; Computer based training; Computerunterstützter Unterricht; Schreibunterricht; Writing skill; Schreibfertigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Educational need; Bildungsbedarf; Online course; Online-Kurs; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarschüler
Abstract	This study generally aims to assess the effectiveness of Facebook as a learning support tool in enhancing the writing performance of EFL students. It aims explicitly to ascertain students' perception of Facebook's usefulness, reliability, features, and language improvement as LLST. This study may be used as a reference for future research on effective ways of teaching English as a second language. Using a descriptive correlational research design, to 596 purposively sampled respondents. Results revealed that the majority of the participants are using Facebook six to ten hours a day. They highly perceived the utilization of Facebook effectiveness as a support tool in their writing performance. Gender and age of the students are the dominant factors of differences. The result of this present study would offer significant implications on addressing the students' language learning needs when their profile variables are taken. Finally, it is showed that there is a clear relationship between the CALL attitude of the students and their utilization of Facebook. This indicates a positive relationship between the major variables of the study. Then when students have a high positive attitude on using CALL, the higher their level of acceptance of using Facebook as a language learning support tool. This result shed light on the gap in addressing students' online language learning engagement in COVID-19 era. This result would serve as a plan for developing students' language competence amid the COVID-19 pandemic. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01