Social Media and English Language Learning

This assignment investigates the role of social networking sites in enhancing English language learning. It examines how these platforms can create online learning environments, foster communication among students and teachers, and provide valuable resources for learning. The research also explores the positive impact of social media on student engagement and motivation in English language acquisition.

Running head: USE OF ENGLISH ON SOCIAL NETWORKING SITES
Use of English on Social Networking Sites
Student Name
Course Name and Number
Professor Name
Institution
Paper Due Date
Page | 1

Use of English on Social Networking Sites
Findings
General Information
In order to analyse the research subject, the questionnaire survey has been taken with
400 respondents. Among the 400 respondents, about 66.8% are female. Besides, majority of
the respondents (284 out of 400) are belonging to age group of 18 to 21 years. About 103
respondents fall within age group of 22 to 25 years. Concerning academic year, majority of
the respondents (144 out of 400) have completed first year. About 94 respondents have
completed the second year. The number of respondents who are in first year and fourth year
are 67 and 70 respectively. With respect to the major taken by the respondents, it can be
observed that 228 have science major and the rest 172 respondents has human as major in the
college.
Social Networking
In order to understand about the social networking activities of respondents, they are
asked about the primary method of using internet. From the findings it can be observed that
about 87.5% of respondents use smartphone to access internet. Only 10.8% and 1.8% have
found to use laptop and PCs for accessing internet, indicating the prevalence of smartphone
usage among the college students.
For understanding the popularity of social networking, the respondents are asked
about the mots used social networking sites. Expectedly Facebook has obtained highest
ranking where 75% of respondents have found to use this site. Apart from WhatsApp and
Snap Chat is also used by considerable number of respondents (70% and 55% respectively).
About 50% respondents have found to use Instagram. This signifies that Facebook is the most
influencing social media for the purpose of communication and hence learning English
language.
Page | 2

Use of English on Social Networking Sites
Most of the respondents (about 37%) have also mentioned that they spend about two
to four hours on social networking sites every day. Besides, 22% and 21% respondents have
stated that they spend about five to six hours and more than six hours respectively in the
social networking sites. This indicates that social networking sites play vital part to learn and
use English language as considerable amount of time is spent on them. Female respondents
have found to use the social networking sites more in comparison with the male. This
indicates that social networking sites have more influence on language capability of female
than male.
From the findings, it can be observed that majority of respondents (265 out of 400)
are using social networking sites for more than three years. About 97 respondents have found
to use the social networking sites for one to three years. This indicate that the respondents
have become habituated for using social networking for so long and therefore social
networking has become a part of regular routine for them for communication.
English Usage on Social Networking Sites
With respect to the use of languages on social networking sites, 74% of respondents
mentioned that they use both English and Arabic. Since, social networking is used by people
throughout the world and English is the most prevalent language among most of the world
people and also accepted worldwide, the respondents are bound to use English apart from
their native language. Only 15% have found to use only Arabic language in social
networking. Besides, it can also be observed that the use of English in social networking sites
is higher among the female (267 out of 400) than male (133 out of 400).
In order to understand to what extent English is used for communication or
commenting or interacting in English in social networking, series of question has been asked
to the respondents. On the basis of findings, it can be observed that the mean value is more
Page | 3

Use of English on Social Networking Sites
than 3 for respondents who communicate with English speakers, who read news and other
information in English, who email friends in English, who comment on posts in English and
who communicate with companies and business in English. This signify that to a large extent
respondents agreed to use English in social media website, specifically in Facebook and
WhatsApp. The value of σ is observed as more than 0.80 for each variable, which indicate
that there is much difference between the reactions of respondents.
The next question was asked in order to understand how and in what context tertiary
EFL students in Jordan use English and social networking. The mean value of the analysis is
observed as more than 4 which indicate that majority of respondents have agreed behaviour
on the statements. In this context, most of the respondents have stated that Facebook and
WhatsApp have made it simpler to access the instructional materials in the internet. Besides
these applications also helps to strengthen discussion between the learners and the teachers in
English (Ynuus, 2016). The students are able to freely ask questions through these
applications and exchange knowledge and expertise. Facebook and WhatsApp also help to
establish specific educational network. Facebook also has tools such as like and comment
which assist in obtaining the feedback of students regarding English Curriculum. Therefore,
through these applications, the teachers are able to understand the requirements and
effectiveness of students learning about English language (Brick, 2012). Finally, most of the
respondents have also mentioned that through Facebook and WhatsApp, the teachers can
share their blog post to the students. This function acts as a key aspect of English learning
procedure (Facer, 2011). The σ of the analysis is observed as more than 0.70 which indicate
that there is low level of similarity between the reactions of respondents.
The fourteenth question was asked in order to understand the attitudes and beliefs of
students in using English as foreign language in the social networking sites. The mean value
of the reactions is observed as more than 3.5, signifying agreeing attitudes among the
Page | 4

Use of English on Social Networking Sites
respondents. In this context, most of the respondents are agreed with the fact that they
practice writing, reading, listening, and speaking in English via social networking sites. This
signifies that social networking sites are great communication tools for increasing the
proficiency in English (Chartrand, 2012). Majority of the respondents have also agreed with
the fact that social networking sites have enhanced the English communication abilities and
motivation to read English materials. Through constant communication with different
students, the social networking sites also assisted in correcting the mistakes of using English
language. Communication with different people also assisted in learning new words and
therefore social media also enhanced the English vocabulary of people (Rogers, 2007). The
respondents also agreed with the fact that using social networking enhanced the confidence to
communicate by using English. This finding signify that with continuous exposure of using
English, the students’ knowledge on English has increased, they have understood their
mistakes and lacking which makes them self assured to talk with other by using English
(Yunus, 2013). The respondents have also mentioned that social networking sites have made
English language learning much interesting, collaborating and coexistent. The value of σ is
observed as more than 0.7, indicating that most of the respondents’ reaction differs from
mean value.
The fifteenth question was asked in order to understand the opinion of students and
teachers regarding the utilisation of social networking sites as teaching instruments for EFL
pedagogy (Recker, 2004). Most of the respondents have mentioned that the social networking
sites such as Facebook, WhatsApp, Twitter, Snap Chat, Google+ and Instagram among others
should be utilised for learning purposes in English language classroom. These tools have
proven to be effective in learning in better way than the traditional methods (Yang, 2009). It
provides motivation and confidence to the students in learning English in positive manner.
Page | 5

Use of English on Social Networking Sites
Correlation Analysis
In order to understand the relationship between communicating in English and
reading, emailing and commenting on social networking sites, correlation analysis has been
undertaken (see following table).
Correlations
Item no Total Q12 1 2 3 4 5
1
Pearson Correlation .625** 1 .367** .305** .438** .156**
Sig. (2-tailed) .000 .000 .000 .000 .002
2
Pearson Correlation .729** .367** 1 .470** .495** .369**
Sig. (2-tailed) .000 .000 .000 .000 .000
3
Pearson Correlation .757** .305** .470** 1 .492** .464**
Sig. (2-tailed) .000 .000 .000 .000 .000
4
Pearson Correlation .793** .438** .495** .492** 1 .435**
Sig. (2-tailed) .000 .000 .000 .000 .000
5
Pearson Correlation .696** .156** .369** .464** .435** 1
Sig. (2-tailed) .000 .002 .000 .000 .000
From the above analysis, it can be observed that the value of correlation coefficient
between the variables is positive. However, the values are not much closer to 1. Therefore, it
can be mentioned that there is positive but weak relationship between communicating in
English and reading, emailing and commenting in the social networking sites. However, no
relationship has been found with respect to communicating with English speakers and
communicating with companies and business persons in English as the correlation value is
much closer to zero.
Furthermore, correlation analysis is also undertaken in order to understand the
connection between easy accessibility of instruction materials in internet and interaction
between students and teachers, utilisation of social networking tools, encouragement of
Page | 6

Use of English on Social Networking Sites
discussion with English speakers and establishment of educational network (see following
table).
Correlations
Item no Total Q13 c1 c2 c3 c4 c5
1
Pearson Correlation .604 ** 1 .377 ** .314 ** .249 ** .236**
Sig. (2-tailed) .000 .000 .000 .000 .000
2
Pearson Correlation .692 ** .377 ** 1 .362 ** .286 ** .354**
Sig. (2-tailed) .000 .000 .000 .000 .000
3
Pearson Correlation .668 ** .314 ** .362 ** 1 .430 ** .284**
Sig. (2-tailed) .000 .000 .000 .000 .000
4
Pearson Correlation .690 ** .249 ** .286 ** .430 ** 1 .438**
Sig. (2-tailed) .000 .000 .000 .000 .000
5
Pearson Correlation .693 ** .236 ** .354 ** .284 ** .438 ** 1
Sig. (2-tailed) .000 .000 .000 .000 .000
6
Pearson Correlation .718 ** .196 ** .440 ** .331 ** .417 ** .554**
Sig. (2-tailed) .000 .000 .000 .000 .000 .000
totalq13
Pearson Correlation 1 .604 ** .692 ** .668 ** .690 ** .693**
Sig. (2-tailed) .000 .000 .000 .000 .000
From the analysis, it can be observed that easy accessibility of instruction materials in
internet has no relationship with the interaction between students and teachers, utilisation of
social networking tools, encouragement of discussion with English speakers, and
establishment of educational network as the values of respective correlation coefficients are
much less than 1.
Correlation analysis is also undertaken in order to assess the relationship between
learning new words in English through social network and utilising social network for
enhancing motivation for English communication, using social network for enhancing
Page | 7

Use of English on Social Networking Sites
English communication mistakes, practicing English through social networking, using social
networking for making English learning simpler (see following figure).
Correlations
Total Q14 m1 m2 m3 m4 m5
1
Pearson Correlation .639** 1 .499** .382** .485** .214**
Sig. (2-tailed) .000 .000 .000 .000 .000
2
Pearson Correlation .632** .499** 1 .483** .447** .193**
Sig. (2-tailed) .000 .000 .000 .000 .000
3
Pearson Correlation .625** .382** .483** 1 .476** .340**
Sig. (2-tailed) .000 .000 .000 .000 .000
4
Pearson Correlation .599** .485** .447** .476** 1 .303**
Sig. (2-tailed) .000 .000 .000 .000 .000
5
Pearson Correlation .585** .214** .193** .340** .303** 1
Sig. (2-tailed) .000 .000 .000 .000 .000
6
Pearson Correlation .652** .315** .324** .250** .294** .518**
Sig. (2-tailed) .000 .000 .000 .000 .000 .000
7
Pearson Correlation .693** .311** .301** .321** .267** .561**
Sig. (2-tailed) .000 .000 .000 .000 .000 .000
8
Pearson Correlation .649** .228** .314** .341** .266** .441**
Sig. (2-tailed) .000 .000 .000 .000 .000 .000
9
Pearson Correlation .721** .416** .359** .308** .253** .367**
Sig. (2-tailed) .000 .000 .000 .000 .000 .000
10
Pearson Correlation .629** .310** .295** .237** .177** .142**
Sig. (2-tailed) .000 .000 .000 .000 .000 .005
11
Pearson Correlation .660** .379** .283** .267** .258** .174**
Sig. (2-tailed) .000 .000 .000 .000 .000 .000
From the analysis, it can be observed that the value of correlation coefficient between
the variables is positive. Therefore, it can be mentioned that positive relationship exists
between them.
Page | 8

Use of English on Social Networking Sites
Reliability
In order to evaluate the reliability of the analysis, the Cronbach’s alpha method has
been used. For each correlation analysis, the alpha value is measured (see following tables).
Reliability Statistics
Cronbach's Alpha N of Items
.763 5
Reliability Statistics
Cronbach's Alpha N of Items
.761 6
Reliability Statistics
Cronbach's Alpha N of Items
.856 11
From the above analysis, it can be observed that the value of α coefficient for each
three correlation is 0.763, 0.761 and 0.856 respectively. In a typical analysis, α value of 7 is
regarded as reliable. In this context, it can be observed that in all three questions, α value is
more than 7. Therefore, it can be stated that the outcomes has satisfactory level of internal
consistency and that the research is reliable.
Discussion
The research findings illustrate the information regarding online social networking
site utilised by the students, their online social network communications and their learning
style preferences. The research findings indicate that the students’ most popular online social
networking site is Facebook and they spend considerable time on conversing through this
channel. This recommends the likelihood for the educators to mix the traditional classroom
learning environment with online social networking functions, such as conversations and
Page | 9

Use of English on Social Networking Sites
knowledge sharing. This finding must be considered while planning the English learning
function by the online social network.
The research also explored the relation between utilisation of social networking sites
and their leering English environment. The outcomes are presented in two sections. The first
section comprises descriptive information which contains respondents’ gender, age group,
language use and time utilisation of social networking sites. On the other hand, the second
section is classified into two aspects. The first aspect defines if social networking sites can act
as online learning environment which facilitate learning of English language. The outcome
signify that social networking sites can have positive influence on the aspects of students’
communication with the teachers and other students. Social network also assist in sharing
learning resources, course materials and exchanging expertise. In university, the teachers are
required to communicate with the students through only English, comprising every kind of
interactions such as writing or speaking. In this context social networking help to enriching
English learning through constant conversation with English native speakers. Therefore, tis
media is encouraging students to become more confident and inspired in learning English
settings.
The second aspect discusses of social networking sites posit valuable and enjoyable
atmosphere for learning English. According to findings social network enhances English
learning through encouragement of group discussion, creation of blog posts, commenting on
posts and interacting with people. Through social networking students can find similar group
who share similar understanding, knowledge and interests. They can express individuality
and imagination. Being active and reflective in social networking impact on the way students
can utilise chat and messaging service and the way they monitor learning page in order to
claim learning information.
Page | 10

Use of English on Social Networking Sites
To conclude, the research findings recommend the potentials and trends for the future
of combined learning between traditional type classroom environment and learning functions
on online social environment. The findings explored that social media play vital part in
interacting with the teachers outside the classroom, in connecting with classmates, in giving
knowledge and feedback and in exchanging course information. This signifies that social
media will open a new door for methods and styles of learning for students, specifically
English language. Utilising social networking sites will augment the prospects for the
students to overcome the hindrances of classroom environment and inspire social
communication which can result in additional learning opportunities and also will inspire
involvement in face to face communication in classroom. Therefore, social networking
technology can assist in developing a positive learning community and healthy atmosphere
for improving students’ learning English language while they are exploring their accounts.
Page | 11

Use of English on Social Networking Sites
References
Brick, B. (2012).The Role of Social Networking Sites for Language Learning in UK Higher
Education: The Views of Learners and Practitioners. International Journal of
ComputerAssisted Language Learning and Teaching, 2(3): 35-53.
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), 97-101.
Facer, B. R. (2011).Academic podcasting and mobile assisted language learning:
Applications and outcomes.IGI Global.
Rogers, P. C. (2007). A Web 2.0 learning platform: Harnessing collective intelligence.
Turkish Online Journal of Distance Education, 8(3), 16–33.
Recker, M. M. (2004).Discovery and use of online learning resources: Case study findings.
Journal of Educational Technology & Society, 7(2), 93–104.
Yang, S. H. (2009).Using blogs to enhance critical reflection and community of
practice.Educational Technology & Society, 12(2), 11-21.
Yunus, M. M. (2013). The use of Information and Communication Technology (ICT) in
teaching ESL writing skills. English Language Teaching, 6(7), 1-8.
Ynuus, M. M. (2016). Activities and Suggestions for Using Social Networking in Teaching
Esl Writing. Journal of Theoretical and Applied Information Technology, 84(2), 170-
182.
Page | 12