Social Media Platforms as a Teaching Tool: An ESL Research Study

This presentation outlines a research proposal investigating the use of social media platforms as supplementary tools in teaching English as a Second Language (ESL) in government schools. The research aims to understand the experiences of ESL students using social media, examining its imp...Read More

Title
SOCIAL MEDIA PLATFORMS AS SUPPLEMENTARY
IN TEACHING/LEARNING ENGLISH LANGUAGE

Name and registration number

Background
 Social media is a technology used for creating and
sharing online information helping to facilitate media
and information sharing, collaboration, and participation
 In English language teaching, the use of social media
has evolved through out the years
 Research studies have identified the use of social
platforms such as the Facebook as a learning
environment
 Increased use of YouTube in classroom teaching habit
 Influence of the social media in English language
teaching thus need to be given utmost importance

Research Problem
 The purpose of this research study or the research
problem will be to identify the experience of the
students of English as a Second Language (ESL) in
the government school’s classroom facilitated by
the usage of the platform of the social media.

Brief literature review
 Numerous understudies utilize online networking
in their day by day lives to speak with others. It
has turned into a typical innovation bolstered
learning apparatus for open and scholastic use. As
per Chawinga (2017)., 1.93 billion individuals use
versatile innovation for online networking stages.
 Bandyopadhyay et al. (2016) detailed that online
informal communities help start learning exercises
among understudies. Understudies who utilize
online informal organizations can build up their
insight dependent on broad interchanges and
learning sharing from the interpersonal
organization destinations.

Brief literature review
 Informal organizations or social networks have
been observed to be a device to encourage
communications and bolster dynamic cooperation
 Given the significance of joint effort in the
learning procedure, web based life devices work
as stages for students to access, gather, and offer
data (Kilis, Gülbahar & Rapp, 2016). Further,
online long range informal communication
encourages understudies to create fulfilling
associations with friends

Research Questions
 Does the social networking sites effect the
performance of the ESL students’ learning
performance in the government school?
 Does the students of the classes have positive
effect of the use of the social media platform in
their ESL learning?

Proposed research
methodology
 Positivist research approach for the identification
of the connection among the variables ESL and
social media
 Descriptive research investigations for thorough
research analysis
 Collection of the data will be primary and both
secondary in nature

Proposed research tools
 Observation
 One to one interview
 Survey questionnaires
 Ethnographies
 Records and documents
 Case Studies

Proposed data analysis
techniques
 Both qualitative and quantitative data analysis
will be conducted
 Interview and observation for qualitative research
 Survey and experiment for quantitative research
 SPSS, correlation and regression analysis

Scope
 Scope of the focus of the research paper is to
identify the experience of the students of English
as a Second Language (ESL) in the government
school’s classroom facilitated by the usage of the
platform of the social media.

Ethical Considerations
 No forcing of the participants
 Consent forms signed by the participants
 No harmful actions during interventions
 Citation and referencing of sources in secondary
data analysis
 No provocation for participation

Timeline
Activities 1
st to
3rd
Wee
k
4t
h to
10th
week
1
1th
to
13th
Wee
k
1
4th to
17th
Wee
k
18
th to
21st
Week
2
2nd
to
23rd
Wee
k
24
th
Week
Selection of
the topic

Data
collection from
secondary
sources
 
Creating
layout

Literature
review
  
Analysis and
interpretation of
collected data
  
Findings of
the data
 
Conclusion of 

REFERENCES
 Chawinga, W. D. (2017). Taking social media to a university classroom: teaching and learning using
Twitter and blogs. International Journal of Educational Technology in Higher Education, 14(1), 3.
 Ngesi, N., Landa, N., Madikiza, N., Cekiso, M. P., Tshotsho, B., & Walters, L. M. (2018). Use of mobile
phones as supplementary teaching and learning tools to learners in South Africa. Reading &
Writing-Journal of the Reading Association of South Africa, 9(1), 1-12.
 Bandyopadhyay, S., Bardhan, A., Dey, P., Das, S., Ghosh, S., & Biswas, P. (2016). “Education for All”
in a connected world: a social technology-driven framework for e-mobilizing dormant knowledge
capital through sharism and mass collaboration. Procedia engineering, 159, 284-291.
 Alawad, A., Aljoufie, M., Tiwari, A., & Daghestani, L. (2015). Beyond geographical and cultural
barriers: The concept of a virtual gallery for arts, design & architecture schools in Saudi Arabia. Art
and Design Review, 3(04), 87.
 Yamini, B., & Malarvizhi, M. (2017). STRATEGIES OF WEBBASED INSTRUCTION IN TEACHING AND
LEARNING OF PHRASAL VERBS IN ENGLISH: A COMPARATIVE STUDY. European Journal of Open
Education and E-learning Studies.
 Kilis, S., Gülbahar, Y., & Rapp, C. (2016). Exploration of Teaching Preferences of Instructors’ use of
Social Media. European Journal of Open, Distance and E-Learning, 19(1), 1-18.
 Hockly, N., & Dudeney, G. (2017). DIGITAL LEARNING IN 2020. Digital Language Learning and
Teaching: Research, Theory, and Practice, 235.
 Rizvi, F., Bianco, J. L., Wang, C., Hay, T., Barron, R., & Khan, A. (2017). Emerging Technologies and
the Potential and Challenges of Peer Learning of Chinese and English in Transnational Learning
Spaces.