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Autor/inQadi, Ahmad
TitelThe Role of Facebook in Enhancement of Undergraduates' Receptive Skills at a Saudi University
QuelleIn: English Language Teaching, 14 (2021) 8, S.19-28 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1916-4742
SchlagwörterSocial Media; Teaching Methods; Undergraduate Students; Student Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Video Technology; Listening Skills; Reading Skills; Language Proficiency; Visualization; Language Usage; Receptive Language; Computer Mediated Communication; Foreign Countries; Learning Processes; Positive Attitudes; Saudi Arabia
AbstractObserving receptive skills development in Saudi Arabia's undergraduates at Summer University (pseudonym), this paper immaculately investigates students' perceptions regarding the uses of Facebook as a well-liked forum of social media pertinent to enhancement of Receptive Skill of English, as a foreign language. At greater extent, their approaches have been scrutinized while using Facebook and the nature of influence of Facebook have been examined as well. Data have been collected from seventy-five undergraduate's students via questionnaire. In addition, findings put forward that Facebook use is exceedingly effectual in mounting students' listening and reading skills meticulously of English language. Relevantly, some of the probable threats to students' proficiency have been pointed out. In fewest possible words, the study lucidly concludes that undergraduates, generally speaking, are positive in relation to the role of Facebook in the development of receptive skills while using Facebook, which not only influencing undergraduates to visualize innovative ideas in visual or video formats but also it inspires to communicate in English language. (As Provided).
AnmerkungenCanadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 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 vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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