The Use of Twitter Amongst Female Saudi EFL Learners

Norah K. M. Alsharidi

Abstract


Twitter is a popular microblogging site amongst the Saudi population, which means that Saudi EFL learners are now increasingly connected with millions of native English speakers and other EFL/ESL students. This paper shed light on the use of Twitter by female Saudi EFL learners to determine their English learning practices and their perceptions beyond formal learning contexts. Specifically, the research determined the manner by which the participants’ social interactions over Twitter can help with second language (L2) development and the factors that drove them to choose this site to support their L2 learning. To this end, 25 Saudi adult females who were at different levels of study at a local health sciences university in Saudi Arabia were recruited. Underlain by a mixed methods approach, data collection was implemented through survey questionnaires administered to the EFL learners, amongst whom three participated in additional semi-structured interviews. The researcher has provided few recommendations for the future research where use of Twitter in education and its implications for the purpose of teaching.

Keywords


Twitter, Microblogging Site, Web 2.0, Social Interaction, Authenticity, Conscious, Cubconscious, L2

Full Text:

PDF

References


Antenos-Conforti, E. (2009). Microblogging on Twitter: Social networking in intermediate Italian classes. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 59–90). San Marcos, TX: CALICO.

Atkinson, D. (Ed.) (2011). Alternative approaches to second language acquisition. UK: Taylor & Francis.

Bahrani, T. & Sim, T.S. (2012). Informal language learning setting: Technology or social interaction? The Turkish Online Journal of Educational Technology, 11(2)‏, pp. 142–149.‏

Bart, M. (2009, June). Using Twitter to facilitate classroom discussions. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/effective-teachingstrategies/using-twitter-to-facilitate-classroom-discussions/

Bista, K. (2015). Is Twitter an effective pedagogical tool in higher education? Perspectives of education graduate students. Journal of the Scholarship of Teaching and Learning, 15(2), pp. 83¬–102. doi:10.14434/josotl.v15i2.12825

Borau, K., Ullrich, C., Feng, J. J., & Shen, R. M. (2009). Microblogging for language learning: Using Twitter to train communicative and cultural competence. In M. Spaniol, Q. Li, R. Klamma, & R. W. Lau (Eds.), International Conference on Web-based Learning 2009 (pp. 78–87). Berlin, Germany: Springer Verlag.

Bozdoğan, D. (2015). MALL revisited: Current trends and pedagogical implications. Procedia-Social and Behavioral Sciences, 195, pp. 932–939. doi:10.1016/j.sbspro.2015.06.373

Chaka, C. (2009). Portable handheld language learning: From CALL, MALL to PALL. In P. Torres & R. Marriot (Eds.), Handbook of Research on E-learning Methodologies for Language Acquisition (pp. 539–552). Hershey, NY: Information Science Reference.

Chartrand, R. (2012). Social networking for language learners: Creating meaningful output with Web 2.0 tools. Knowledge Management & E-Learning: An International Journal, 4(1), pp. 97–101.

Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced German class. ReCALL, 21(1), pp. 18–36.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.

Ducate, C. L. & Lomicka, L. L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), pp. 9–28. doi:10.1080/09588220701865474

Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), pp. 129–135. Retrieved from http://www.fp.ucalgary.ca/maclachlan/EDER_679.06_Fall_2009/tweeting_the_night_away.pdf

De Bot, K., Lowie, W., & Verspoor, M. (2005). Second language acquisition: An advanced resource book. New York: Routledge.

Ellis, R. (1997). Second language acquisition (Oxford introduction to language study series) (1st ed.). Oxford: Oxford University Press.

Elfatah, M. A. & Ahmed, A. S. (2015). The effect of Twitter on developing writing skill in English as a Foreign Language. Arab World English Journal, Special Issue on CALL No. 2, pp. 134–149.

Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), pp. 783–801. doi:10.1111/j.1467-8535.2012.01357.x

Guth, S. & Petrucco, C. (2009). Social software and language acquisition. In R. de Cássia Veiga Marriott & P. Lupion Torres (Eds.), Handbook of Research on E-learning Methodologies for Language Acquisition (pp. 424–442). Hershey, NY: Information Science Reference.

Harmandaoglu, E. (2012). The use of Twitter in language learning and teaching. In A. Colibaba, M. Vlad, & and C. Colibaba (Eds.), Proceedings of the 5th Edition of the ICT for Language Learning Conference. Florence: Libreria Universitaria Publishing House.

Jarvis, H. (2008). Computers and independent study: Practices and perceptions of students. In P. Torres & R. Marriot (Eds.), Handbook of Research on E-learning Methodologies for Language Acquisition (pp. 367–386). Hershey, NY: Information Science Reference.

Jarvis, H. (2014). Digital residents: Practices and perceptions of nonnative speakers. Asian EFL Journal Teaching Articles, 75, pp. 21–35. Retrieved from http://www.tesolacademic.org/msworddownloads/AsianEFL%20(March14).pdf

Jarvis, H. (2015). From PPP and CALL/MALL to a praxis of task-based teaching and mobile assisted language use. TESL-EJ, 19(1), pp. 1–9. Retrieved from http://tesl-ej.org/pdf/ej73/a1.pdf

Jarvis, H. & Achilleos, M. (2013). From computer assisted language learning (CALL) to mobile assisted language use. TESL-EJ, 16(4), pp. 1–18. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume16/ej64/ej64a2/

Kern, R. & Warschauer, M. (2000). Network-based language teaching: Concepts and practice. New York: Cambridge University Press.

Kessler, G. (2009). Student-initiated attention to form in Wiki-based collaborative writing. Language Learning & Technology, 13(1), pp. 79–95.

Krashen, S., (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.

Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), pp. 157–165.

Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), pp. 271–289.

Levy, M. & Stockwell, G. (2006). Call dimensions: Options and issues in computer assisted language learning. US: Lawrence Erlbaum Associates.

Loewen, S. (2015). Introduction to instructed second language acquisition. New York: Routledge.

Mompean, J. A. & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning and Technology, 20(1), pp. 166–190.

Mitchell, R. & Myles, F. (1998). Second language learning theories. London: Arnold.

Mork, C. (2009). Using Twitter in EFL education. The JALT CALL Journal, 5(3), pp. 41–56. Retrieved from http://journal.jaltcall.org/articles/5_3_Mork.pdf

Pemberton, L., Fallahkhair, S., & Masthoff, J. (2004). Towards a theoretical framework for informal language learning via interactive television. In D. Kinshuk, G. Sampson, & P. Isaias (Eds.), Cognition and Exploratory Learning in the Digital Age (CELDA 2004) (pp. 27–34). Lisbon: IADIS Press.

Perry, F. L. & Nichols, J. D. (2004). Understanding research in education: Becoming a discerning consumer. Routledge: New York.

Rogers, A. (2004). Looking again at non-formal and informal education - Towards a new paradigm. Retrieved June 25, 2016, from www.infed.org/biblio/non_formal_paradigm.htm

Saville-Troike, M. (2012). Introducing second language acquisition (2nd ed.). UK: Cambridge University Press.

Tu, C., Blocher, M., & Roberts, G. (2008). Constructs for Web 2.0 learning environments: A theatrical metaphor. Educational Media International, 45(4), pp. 253–269.

Ullrich, C., Borau, K., Luo, H., Tan, X., Shen, L., & Shen, R. (2008). Why web 2.0 is good for learning and for research: principles and prototypes. Proceeding of the AMC’S 17th International Conference on World Wide Web (pp. 705–714). Beijing, China.

Walker, A. & White, G. (2013). Technology enhanced language learning: Connecting theory and practice. Oxford: Oxford University Press.

Why Saudis are ardent social media fans. The Economist. Retrieved from http://www.economist.com/blogs/economist-explains/2015/03/economist-explains-21

Young, J. R. (2010). Teaching with Twitter: Not for the faint of heart. Education Digest: Essential Readings Condensed for Quick Review, 75(7), pp. 9–12.




DOI: https://doi.org/10.7575/aiac.ijalel.v.7n.4p.198

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.