Student Engagement and Foreign Language Learning through Online Social Networks

Autor/inn/en	Akbari, Elham; Naderi, Ahmad; Simons, Robert-Jan; Pilot, Albert
Titel	Student Engagement and Foreign Language Learning through Online Social Networks
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 1 (2016), Artikel 4 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pilot, Albert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-016-0006-7
Schlagwörter	Learner Engagement; Second Language Learning; Second Language Instruction; English (Second Language); Social Media; Learning Motivation; Conventional Instruction; Teaching Methods; Technology Uses in Education; Language Tests; Instructional Effectiveness; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Medien; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Language test; Sprachtest; Unterrichtserfolg
Abstract	Introduction: Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students' engagement in learning. According to Astin's Theory of Student engagement, the best learning environment is one in which it is possible to increase students' engagement. The current study investigates the influences that using these networks for educational purposes may have on learners' engagement, motivation, and learning. Results: By a detailed comparison of a control group using face to face education and an experimental group using the social network Facebook, this study found significant differences between the two groups in terms of learning, engagement and motivation. The Facebook group showed higher outcomes in the TOEFL post-test than the face to face group with no differences in the pre-test. The Facebook group report significantly higher levels of engagement and motivation after the course than the face to face group. Conclusion: Engagement was related to learning outcomes in the Facebook group, but not in the face to face group. Also the results of the Facebook group supported Astin's theory (the fourth principle: 'Development is proportional to quantity and quality of involvement' and fifth principle 'The effectiveness of any educational practice is directly related to the ability of that practice to increase student engagement'). No correlation between engagement and motivation was found. The discussion focuses on the role of engagement in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01