My
chosen article on the use of technology in second language learning goes by the
title :
‘Social Media in ESL Classroom:
Exploring the Impact on Language Learning’
by
Suria Hani Ibrahim, Nina Marlini Ahmad, Wan Nurhafeza Wan Salam, Mohd
Zulkanain, Husna Nurul Izzah Jamaluddin@Noordin while Noraien Mansor is the
corresponding author.
Centre of Fundamental and Liberal
Studies, Universiti Malaysia Terengganu, Terengganu.
Journal of Business and Social
Development Volume 2 Number 1, March 2014: 14-18
This
study aims to explore the usage of social media focusing on Facebook in ESL
classroom and the impact in language learning and it also hopes to elicit students’
perceptions on its implementation. This study was conducted at Universiti
Malaysia Terengganu (UMT) via ‘Let’s Talk
and Let’s Go’ programme which was invented for students to interact via
post and chat style. It was lasted for six months and during that time, the
instructors or observers encouraged students to interact using the medium on task-related
activity and non-task related activity. The respondents were 260 Form Four
students from 13 schools in Terengganu. Then, students’ data were gathered from
students’ interactions transcripts, interviews and observations made by
instructors.
On the whole, researchers discussed
about the idea how social media (specifically Facebook) in ESL classroom can give
significant impact in language learning. Despite the fact that the researchers
were aware of the serious risks in incorporating social media in ESL classroom,
they were discussing more on the benefits that it can bring to the students.
Researchers stated that this medium provided students with informal learning
environment through their interaction with peers and the received feedback on
Facebook. As a result, it had an impact in English language learning
specifically in ESL classroom. The researchers stressed that usage of IT has
boosted students’ motivation which leads to increased usage and efficiency.
Furthermore, the researchers believed the infusion of Information Technology
(IT) and Information and Communication Technology (ICT) are a stepping stone
for our education system to meet the rising demand of technology-based society
as the young generation is spending more time on Facebook.
Looking
at the posts and comments retrieved from Facebook during the six months, the findings
revealed that 90% or 243 students out of 260 have participated actively on
Facebook. The total number of the posts and comments amounting to 1267 revealed
a positive impact of the medium. Clearly, Facebook becomes a means of communication
as they frequently commented and posted on Facebook. 46% of the posts involved
task related activity whereas 54% on non-task related activity. The researcher
mentioned that students were active communicating right after having classes
with their teachers specifically focusing on their homework. As for non-task
related activity, they merely share information and social wishes among them. From
the findings, we can say that it is proven that Facebook is advantageous to its
users. The findings also supported the researchers’ idea that Facebook can be a
tool for engagement of informal language learning focusing on reading and
writing skills and a tool of interaction on both tasks.
To me, it is an interesting article because
the researchers introduce a refreshing and stimulating idea ( use of Facebook
in ESL classroom) to educators which can be applied in the new English language
curriculum in Malaysia. When Facebook is used in the field of teaching and
learning, it exposes students to experiential learning in which students learn
by doing thus their motivation are multiplied. Furthermore, they feel
responsible for their writing which contributes to the increased motivation to
read and write more. Eventually, students’ knowledge on vocabulary, grammar and
sentence construction can be improved.
I also believe that this research is
well-conducted as many methods were used to collect the data. However, I can
see there are a few loopholes in the research. Throughout the research, the
researchers are more inclined towards the pros of using Facebook in classroom
but the findings contradict to their stand. Despite the fact that Facebook helps
develop students in many ways, the result showed that the task-related activity
does not interest them as much as non-task related activity. Therefore, we can
see that there is a sense of biasness because researchers are trying to
highlight the pros even though they realize the cons are empowering the pros of
Facebook. The improvement that can be done to this study is the researchers could
state more of the cons of Facebook instead focusing on the pros only.
Since
we live in the evolution of technology, the implication of this research is it
can be a starting point in integrating social media particularly Facebook in a classroom which eventually
transforms the conventional ways of teaching English to integrative learning. I
believe students will enjoy and learn more if social media are used in
classroom. With its implementation, government should support and provide
adequate and accessible facilities for students to have widespread access of
authentic materials. Despite there is a risk in implementing Facebook in
classroom, perhaps we can overcome the cons by providing a better guidelines on
how to use social media in classroom for our curriculum. Thus, it is advisable
for the government to use Facebook in ESL classroom to engage students in the
cyber world with meaningful purpose.
