Student engagement and foreign language learning through online social networks

被引：37
作者：
Akbari E. [1 ]
Naderi A. [2 ]
Simons R.-J. [1 ]
Pilot A. [1 ]
机构：
[1] Department of Educational Science, Faculty of Social and Behaviorial Sciences, Utrecht University, Heidelberglaan 1, Utrecht
[2] Department of Anthropology, Faculty of Social Sciences, University of Tehran, Ale-Ahmad Avenue, Tehran
来源：
Asian-Pacific Journal of Second and Foreign Language Education | / 1卷 / 1期
关键词：
Engagement; Foreign language learning; Social media;
D O I：
10.1186/s40862-016-0006-7
中图分类号：
学科分类号：
摘要：
Introduction: Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students’ engagement in learning. According to Astin’s Theory of Student engagement, the best learning environment is one in which it is possible to increase students’ engagement. The current study investigates the influences that using these networks for educational purposes may have on learners’ engagement, motivation, and learning. Results: By a detailed comparison of a control group using face to face education and an experimental group using the social network Facebook, this study found significant differences between the two groups in terms of learning, engagement and motivation. The Facebook group showed higher outcomes in the TOEFL post-test than the face to face group with no differences in the pre-test. The Facebook group report significantly higher levels of engagement and motivation after the course than the face to face group. Conclusion: Engagement was related to learning outcomes in the Facebook group, but not in the face to face group. Also the results of the Facebook group supported Astin’s theory (the fourth principle: ‘Development is proportional to quantity and quality of involvement’ and fifth principle ‘The effectiveness of any educational practice is directly related to the ability of that practice to increase student engagement’). No correlation between engagement and motivation was found. The discussion focuses on the role of engagement in learning. © 2016, The Author(s).
引用
收藏
相关论文
共 85 条
[1]  
Abdous M., Camarena M., Facer B.R., MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom, ReCALL, 21, 1, pp. 76-95, (2009)
[2]  
Ajjan H., Hartshorne R., Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests, Internet and Higher Education, 11, pp. 71-80, (2008)
[3]  
Alm A., CALL for autonomy, competence and relatedness: Motivating language learning in Web 2.0, JALT CALL Journal, 2, 3, pp. 29-38, (2006)
[4]  
Anderson P., What is Web 2.0? Ideas, Technologies and Implications for Education, (2007)
[5]  
Annetta L.A., Minogue J., Holmes S.Y., Cheng M.T., Investigating the impact of video games on high school students’ engagement and learning about genetics, Computers & Education, 53, pp. 74-85, (2009)
[6]  
Astin A., Student involvement: a developmental theory for higher education, Journal of College Student Personnel, 25, 4, pp. 297-308, (1984)
[7]  
Astin A.W., What matters in college? Four critical years revisited, (1993)
[8]  
Baker E.L., Gearhart M., Herman J.L., The Apple Classrooms of Tomorrow: 1989 Evaluation study (Report to Apple Computer, Inc.), (1990)
[9]  
Ball I., Perry C., Differences in student engagement: investigating the role of the dominant cognitive processes preferred by engineering and education students, Education research international, 2011, pp. 1-8, (2011)
[10]  
Bandura A., Walters R.H., Social learning and personality development, (1963)
123456789