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Journals / The Journal of International Lingual Social and Educational Sciences / 2018 / Cilt: 4 - Sayı: 2

THE EFFECTS OF SOCIAL MEDIA ON SOCIAL PRESENCE IN TEACHINGA FOREIGN LANGUAGE

YABANCI DİL ÖĞRETİMİNDE SOSYAL MEDYA KULLANIMININ SOSYAL BURADALIK ÜZERİNE ETKİSİ

Sibel ERGÜN ELVERİCİ
Şirin KARADENİZ
Pages
174–185
Publication Date
2018-12-30
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Based on the findings, it was concluded that students in the experimental group who had their classes with Facebook had higher social presence in their foreign language lessons.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study was carried out in order to reveal the effects of using social media on social presence in foreign language teaching.
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Key Findings & Data:Facebook was used as a social media tool as part of the English lessons and 8th grade students who attended a private school in Istanbul participated in the study.
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Conclusion & Impact:Based on the findings, it was concluded that students in the experimental group who had their classes with Facebook had higher social presence in their foreign language lessons.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Facebook · Sosyal medya · sosyal buradalık

Abstract

This study was carried out in order to reveal the effects of using social media on social presence in foreign language teaching. Facebook was used as a social media tool as part of the English lessons and 8th grade students who attended a private school in Istanbul participated in the study. The students in the experimental group used social media for their foreign language classes and the control group continued their technology supported foreign language education. Technology supported foreign language education was considered to be the education that involved learning management systems and technological tools that support face-to-face education. Mixed research design was used. For the quantitative part, data were collected with the social presence scale and for the qualitative part face-to-face interview with semi-structured interview technique took place. The quantitative data were analyzed by using Kolmogorov-Smirnov test, independent samples t-test and ANCOVA. For the qualitative part content analysis was used where knowledge building model was also considered. Based on the findings, it was concluded that students in the experimental group who had their classes with Facebook had higher social presence in their foreign language lessons.

Özet

Bu çalışma yabancı dil öğretiminde sosyal medya kullanımının memnuniyet ve başarı üzerine etkisini ortaya koymak amacıyla yapılmıştır. İngilizce derslerinde Facebook sosyal medya aracı olarak kullanılmış ve 8. sınıf öğrencileri çalışmaya katılmıştır. Deney grubu yabancı dil derslerinde sosyal medyayı kullanırken kontrol grubu teknoloji destekli yabancı dil eğitimini sürdürmüştür. Bu çalışmada teknoloji destekli yabancı dil eğitimi öğrenme yönetim sistemlerini ve yüz yüze eğitimi destekleyen teknolojik araçları içermektedir. Karmaışık araştırma deseni kullanılmıştır. Nicel kısım için veriler memnuniyet anketi ve başarı testi ile toplanmıştır. Nitel kısım için yarı yapılandırılmış görüşme ile yüz yüze görüşme tekniğinden yararlanılmıştır. Nicel veriler Kolmogorov-Smirnov testi, bağımsız örneklem t-testi ve ANCOVA kullanılarak analiz edilmiştir. Bilgi oluşturma modelinin de dikkate alındığı nitel kısım için içerik analizi kullanılmıştır. Deney grubunda derslerini Facebook ile alan öğrencilerin yabancı dil derslerinde daha yüksek sosyal farkındalık düzeylerine sahip oldukları sonucuna varılmıştır.

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Cite This Article

ELVERİCİ, S. E., KARADENİZ, Ş. (2018). THE EFFECTS OF SOCIAL MEDIA ON SOCIAL PRESENCE IN TEACHINGA FOREIGN LANGUAGE. The Journal of International Lingual Social and Educational Sciences, Cilt: 4 - Sayı: 2, 174–185. https://ajindex.com/articles/806343

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