The Gender Factor Effect on Saudi Learners' Perceptions of Using Social Media on Their Social Interaction

Autor/inn/en	AlGhamdi, Boushra Abdul-Aziz; AL-Garni, Shorouq Ali; Qutob, Maysa M.
Titel	The Gender Factor Effect on Saudi Learners' Perceptions of Using Social Media on Their Social Interaction
Quelle	In: English Language Teaching, 11 (2018) 10, S.30-37 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Gender Differences; Time Management; Foreign Countries; Comparative Analysis; Social Media; Computer Simulation; Student Attitudes; College Students; Friendship; Family Relationship; Saudi Arabia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Zeitmanagement; Ausland; Soziale Medien; Computergrafik; Computersimulation; Schülerverhalten; Collegestudent; Freundschaft; Saudi-Arabien
Abstract	This study compares males and females perception of the effect of social media on their social interaction to understand the difference between both genders. The study follows a mixed-method methodology using a questionnaire with closed-ended items and open-ended questions. Responses to the questionnaire are collected form 207 male and female students from a public university in Saudi Arabia. In general, the results of the questionnaire are insignificant which indicate that there are no differences between both genders. However, the results of the open-ended questions show that females have a negative view of the effect of social media on human relations while males have a positive point of view. However, both genders have a positive point of view regarding balancing between friends and family in real life and virtual world through time management. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01