Research Article
Ayodeji Awobamise, Yosra Jarrar, Gabriel E. Nweke
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep354
ABSTRACT
This study aimed at furthering the research on the relationship between social communication apprehension, self-esteem and Facebook addiction. To measure the three variables, a questionnaire comprised of The Personal Report of Communication Apprehension (PRCA-24), The Rosenberg Self-Esteem Scale (RES), and The Bergen Facebook Addiction Scale (BFAS) was administered to 654 university students in Uganda. Pearson’s correlation analysis and multiple linear regression coefficient analysis were carried out. A positive significant relationship between communication apprehension and Facebook addiction and a negative significant relationship between self-esteem and Facebook addiction were reported. Findings further revealed that self-esteem and communication apprehension significantly predicted Facebook addiction.
Keywords: social communication apprehension, self-esteem, Facebook addiction, Uganda
Research Article
María Martínez Lirola
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep346
ABSTRACT
This article offers a proposal for integrating the social network Facebook into an English as a Foreign Language (EFL) classroom in tertiary education. The main objectives of this article are the following: 1. To offer a pedagogical proposal so that students can develop written skills and grammar at the same time that they acquire social competences using Facebook and 2. To know students’ opinions about the use of Facebook and the main social competences that they have acquired while using this social network in the teaching-learning process. The methodology is mainly qualitative-descriptive although some quantitative data is offered with the results of a questionnaire students completed. The data were collected through students’ posts in the Facebook discussions and a questionnaire.
The findings reveal the main grammar mistakes observed in students in the Facebook discussions and how Facebook is an appropriate social network for the participation of students in cooperative discussions on social topics and for the acquisition of social competences such as cooperation or communication. The results of the questionnaire show that students have a positive opinion about practicing the written skill in Facebook and they are aware that, apart from learning English, they also acquire social competences.
Keywords: English language online teaching, social networks, Facebook group, writing skill, social competences
Research Article
Saurabh Maheshwari, Tuheena Mukherjee
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep284
ABSTRACT
The debate on the positive and negative impact of Facebook on youth particularly on their academic performance has become prevalent in academic discourses. The previous studies show mixed findings of the effect of Facebook on academic performance as well as on other education-related variables. Though the role of Facebook in academics is well explored, however, the impact of academics on Facebook usage has not been examined. The present study examines the reverse possibility i.e. effect of study and academic performance on Facebook usage. Two offline survey studies were conducted on Indian college students. Study one was conducted on 250 undergraduate students (mean age = 20.15; 101 female participants) which shows a significant positive impact of past academic performance on Facebook friendship. Study two was conducted on 317 undergraduate students (mean age = 19.95; 259 females) with two additional indicators of Facebook usage i.e. time spent on Facebook and attitude toward Facebook use. Results of study two also show a positive impact of academic performance on Facebook friendship, however, no such impact is found for other indicators of Facebook use. Overall research shows academic achievement positively influences the virtual popularity of individuals, especially for college students.
Keywords: Facebook, virtual popularity, academic performance, Facebook friendship
Research Article
Osman Solmaz
CONT ED TECHNOLOGY, Volume 9, Issue 3, pp. 315-330
ABSTRACT
The current study aims to present a critical analysis of research on social networking sites (SNSs) in second language teaching and learning (L2TL) context. Twenty-two studies published from 2011 to 2017 were included in the analysis through the selection criteria devised by the researcher. The descriptive analysis reveals that Facebook was the most commonly explored medium, and more than half of the studies featured English language learners in various levels. Following the content analysis of the studies, the emerging aspects of the literature review are treated under five overarching themes: practicing multiple language areas and literacies; authenticity and negotiation of meaning through interaction; development of intercultural competence and socio-pragmatic awareness; membership in L2 communities; and (re)construction of identities. Following an account of pedagogical considerations such as the dynamics of classroom, technical features, and various cultural uses of the SNSs, the study concludes with suggestions and directions for future research in regards to the incorporation of SNSs such as Facebook and Twitter into L2 classrooms.
Keywords: Social networking cites, Facebook, Twitter, Language teaching, Social media
Research Article
Hasan Tinmaz
CONT ED TECHNOLOGY, Volume 3, Issue 3, pp. 234-245
ABSTRACT
With the Internet’s innate structure, new generations have increased their abilities on finding new people whom they have something in common and networking with them. Web 2.0 technologies have altered the ways how new generations manage their learning activities. Many studies showed that most of the social networking websites have created different learning networks and online communities on their bodies. As a result, many educational institutions have taken advantages of social networking websites for maintaining their teaching and learning activities. On the other hand, institutions suffer from the deficiency of guiding learning theories and their effective implementation. This article discusses Connectivism as an alternative platform for instructional processes on social networking websites. Connectivism explains learning in terms of interactions on a network where the learners exchange their knowledge. Social networking websites which offer connections in the form of friendships provide a context for the implementation of Connectivism. Therefore, the article aims to depict a relationship between educational activities on social networking websites and the contemporary Connectivist Learning Theory. The article also presents suggestions on integration of social networking websites’ into education
Keywords: Connectivism, Social Networking Websites, Facebook, Web 2.0
Research Article
Filiz Tiryakioglu, Funda Erzurum
CONT ED TECHNOLOGY, Volume 2, Issue 2, pp. 135-150
ABSTRACT
Social network, particularly Facebook, can be defined as a unique online service, platform, or area where social communication and/or social relations can be established and individuals intensely share information. This definition implies that communication specialists should have more expertise and interest in social media than any other group of experts. Based on this assumption, the present study investigated the views and attitudes of instructors in the Faculty of Communication Sciences at Anadolu University in Turkey, which is a country where the total number of Facebook users ranks fourth in the world. The sample of the study consisted of 67 professors with various levels of academic titles. Data were gathered through a specially-designed survey form including 52 items in four subcategories. Results suggest that three fourth of instructors have a Facebook account and they spend less than half an hour per day on Facebook. There is no gender-related difference among the faculty in terms of attitudes toward Facebook. Instructors who are younger than 45 years old login Facebook on daily basis, while senior faculty login several times a week. Two in every three instructors use Facebook mainly as a tool of communication with friends. Finally, two thirds of the faculty think that Facebook can provide important contributions to social interactions among students as well as to communications between instructors and students.
Keywords: Facebook, Social networks, Communication technologies, Educational tools