Impact of Social Networking Sites on Enhancing English Literacy and Speaking Skills among Selected Students
DOI:
https://doi.org/10.11594/ijmaber.06.03.27Keywords:
Impact, Social Media, Application, English, Literacy, Speaking, StudentsAbstract
ABSTRACT
The advance of technology has provided a third virtual space where people from various regions and linguistic backgrounds can interact with each other regarding social network sites and applica-tions. Therefore, this study aimed to investigate the impact of social media on enhancing English literacy and speaking skills of the Bach-elor of Secondary Education Major in English students of President Ramon Magsaysay State University - Santa Cruz Campus.
A quantitative research design was employed to answer the re-search questions. The respondents are female young adults in their second year of study. The findings reveal that the respondents used Facebook, Instagram, TikTok, and Telegram for more than three hours daily, they have strong internet connection for accessing edu-cational content, entertainment, news, and blogs, and strongly agreed that their vocabulary skills in English literacy and speaking were strong, while they agreed on grammar and comprehension skills. There is a significant difference in English literacy and speak-ing skills regarding grammar when grouped by age and year level. Additionally, there is a substantial difference in vocabulary skills when grouped by year level. There is no significant relationship be-tween social media use and the respondents' English literacy and speaking skills.
The conclusion of the study has led to the recommendation that the students should be reminded that constant engagement with social media due to their positive attitude may hinder their studies which may lead to poor performance in school meanwhile teachers may incorporate in their classes the use of social media such as giv-ing of assignments and other instructions related to their courses so that their students may not only engage in social media for chatting but also for educational purposes. They should encourage their stu-dents to use the English language on Facebook to improve their Eng-lish language competency.
Downloads
References
Al-Jarrah, T. M., Al-Jarrah, J. M., Talafhah, R. H., & Mansor, N. (2019). The role of social media in development of English lan-guage writing skill at school level. Inter-national Journal of Academic Research in Progressive Education and Development, 8(1). https://doi.org/10.6007/ijarped/v8-i1/5537
Al-Alwan, A. F. (2014). Modeling the Relations among Parental Involvement, School En-gagement and Academic Performance of High School Students. International Edu-cation Studies, 7(4). https://doi.org/10.5539/ies.v7n4p47
Alberth, N. (2018). Use of Facebook, students’ intrinsic motivation to study writing, writing self-efficacy and writing perfor-mance. Technology Pedagogy and Educa-tion, 28(1), 21–36. https://doi.org/10.1080/1475939x.2018.1552892
Alrubail, R. (2015, July 15). Social media & students’ communication skills. Edutopia. https://www.edutopia.org/discussion/social-media-students-communication-skills
AlSaleem, B. I. (2018). The effect of Facebook activities on enhancing oral communica-tion skills for EFL learners. International Education Studies, 11(5), 144. https://doi.org/10.5539/ies.v11n5p144
Ansari, J. a. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00118-7
Bakeer, A. M. (2018). Effects of information and communication technology and so-cial media in developing students’ writing skill: a case of Al-Quds Open University. Deleted Journal, 8(5). https://doi.org/10.30845/ijhss.v8n5a5
Benson, V., Morgan, S., & Filippaios, F. (2014b). Social career management: So-cial media and employability skills gap. Computers in Human Behavior, 30, 519–525. https://doi.org/10.1016/j.chb.2013.06.015
Cavite-Dotillos, K. J. M. (2023). Attitude to-wards Social Media and English Language Competency of Grade 11 Students of Su-rigao State College of Technology. IN-TERNATIONAL JOURNAL OF MULTIDIS-CIPLINARY RESEARCH AND ANALYSIS, 06(05). https://doi.org/10.47191/ijmra/v6-i5-18
Connectivism learning Theory. (2021). Western Governors University. https://www.wgu.edu/blog/connectivism-learning-theory2105.html
Daniel, E. A., Isaac, E. N., & Janet, A. K. (2017). Influence of Facebook usage on employ-ee productivity: A case of university of cape coast staff. AFRICAN JOURNAL OF BUSINESS MANAGEMENT, 11(6), 110–116. https://doi.org/10.5897/ajbm2017.8265
Domingo, M. J. A., & Aguillon, H. J. T. (2021). Perceived role of social media in the vo-cabulary development of university stu-dents. Allure Journal, 1(1), 1–14. https://doi.org/10.26877/allure.v1i1.9269
Donelle, L., Facca, D., Burke, S., Hiebert, B., Bender, E., & Ling, S. (2021). Exploring Canadian children’s social media use, dig-ital literacy, and quality of life: pilot cross-sectional survey study. JMIR Form-ative Research, 5(5), e18771. https://doi.org/10.2196/18771
Enhancing Students’ English and Digital Liter-acies through Online Courses: Benefits and Challenges. (n.d.). Enhancing Stu-dents’ English and Digital Literacies Through Online Courses: Benefits and Challengesv. https://eric.ed.gov/?id=EJ1345155
Eow, Y. L., Ali, W. Z. B. W., Mahmud, R. B., & Baki, R. (2019). Form one students’ en-gagement with computer games and its effect on their academic achievement in a Malaysian secondary school. Computers & Education, 53(4), 1082–1091. https://doi.org/10.1016/j.compedu.2009.05.013
Esman, E. N., Madrigal, D. V., & Mascuňana, C. G. (2021). Social media exposure and English writing proficiency of Grade 11 students in a Philippine public high school. Technium Social Sciences Journal, 20, 212–232. https://doi.org/10.47577/tssj.v20i1.3001
Fan, W., & Williams, C. M. (2019). The effects of parental involvement on students’ aca-demic self‐efficacy, engagement and in-trinsic motivation. Educational Psycholo-gy, 30(1), 53–74. https://doi.org/10.1080/01443410903353302
Gagalang, J. L. (2021). Exploring social media use of Filipino learners. Linguistics and Culture Review, 6, 275–290. https://doi.org/10.21744/lingcure.v6ns2.2034
Gikas, J., & Grant, M. M. (2014). Mobile compu-ting devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002
Gupta, R. (2023). What is the Purpose of Social Media and Its Importance? What is the Purpose of Social Media and Its Im-portance. https://www.hurekatek.com/blog/what-purpose-social-media-and-its-importance
Haque, M. Z. (2023). The Use of social net-working sites in Language Learning: A Critical study. Journal of Global Research in Education and Social Science, 20–28. https://doi.org/10.56557/jogress/2023/v17i18109
Heatwaves pose health risks, disrupt students’ learning says save the children Philippines - Philippines. (2024, April 5). ReliefWeb. https://reliefweb.int/report/philippines/heatwaves-pose-health-risks-disrupt-students-learning-says-save-children-philippines
Hur, J. H., Snyder, P., & Reichow, B. (2020b). Systematic Review of English Early liter-acy interventions for children who are dual language learners. Topics in Early Childhood Special Education, 40(1), 6–23. https://doi.org/10.1177/0271121419894623
Kasirye, F. (2022). The Importance of Needs in Uses and Gratification Theory. The Im-portance of Needs in Uses and Gratifica-tion Theory. https://doi.org/10.31124/advance.14681667.v2
Khan, I. U., Ayaz, M., & Faheem, M. (2016b). The role of social media in development of English language vocabulary at univer-sity level. International Journal of Aca-demic Research in Business and Social Sciences, 6(11). https://doi.org/10.6007/ijarbss/v6-i11/2444
Khairunnisa, N. A., Rahman, M. A., & Handrian-to, C. (2022). English Digital Literacy practices inside and outside class to de-velop students’ speaking skills. Pedagogy Journal of English Language Teaching, 10(1), 13. https://doi.org/10.32332/joelt.v10i1.3790
Liu, S., Wu, Y., & Gong, W. (2022). Measuring internet slang style in the marketing Con-text: scale development and validation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.751806
Martin, K., & Martin, K. (2017, April 23). Why believing in your students matters | Katie Martin. Katie Martin | Informed by Re-search, Inspired by Practice. https://katielmartin.com/2017/04/22/why-believing-in-your-students-matters/
McLoyd, V. C. (2015). How money matters for Children’s socioemotional Adjustment: family processes and parental invest-ment. Nebraska Symposium on Motiva-tion/˜the œNebraska Symposium on Moti-vation, 33–72. https://doi.org/10.1007/978-1-4419-7092-3_3
Muftah, M. (2022). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Re-view. https://doi.org/10.1108/prr-10-2021-0060
Munir, S., & Zaheer, M. (2021). The role of ex-tra-curricular activities in increasing stu-dent engagement. AAOU Journal/AAOU Journal, 16(3), 241–254. https://doi.org/10.1108/aaouj-08-2021-0080
Nair, V., & Yunus, M. M. (2021). A Systematic Review of Digital Storytelling in Improv-ing Speaking Skills. Sustainability, 13(17), 9829. https://doi.org/10.3390/su13179829
Putri, R. D. F., Hadi, M. S., & Mutiarani, M. (2021). THE EFFICACY OF INSTAGRAM @GURUKUMRD AS THE MEDIA IN IM-PROVING STUDENTS READING SKILLS. Journal of Languages and Language Teaching, 9(3), 350. https://doi.org/10.33394/jollt.v9i3.3795
Reynolds, T., Rush, L. S., Lampi, J. P., & Holschuh, J. P. (2020). English Discipli-nary Literacy: Enhancing Students’ liter-ary Interpretive moves. Journal of Adoles-cent & Adult Literacy, 64(2), 201–209. https://doi.org/10.1002/jaal.1066
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2015). Class-room emotional climate, student en-gagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. https://doi.org/10.1037/a0027268
Rwodzi, C., De Jager, L., & Mpofu, N. (2020). The innovative use of social media for teaching English as a second language. The Journal for Transdisciplinary Re-search in Southern Africa, 16(1). https://doi.org/10.4102/td.v16i1.702
Saraswathy Thurairaj, Er Pek Hoon, Swagata Sinha Roy and Pok Wei Fong. (2015). Re-flections of Students’ language Usage in Social Networking Sites: Making or Mar-ring Academic English. https://academic-publish-ing.org/index.php/ejel/article/view/1737/1700
Soviyah, S., & Etikaningsih, D. R. (2018b). IN-STAGRAM USE TO ENHANCE ABILITY IN WRITING DESCRIPTIVE TEXTS. Indone-sian EFL Journal, 4(2), 32. https://doi.org/10.25134/ieflj.v4i2.1373
Sridharan, M. A. (2024, January 20). Blumler and Katz Uses and Gratifications Theory. Think Insights. https://thinkinsights.net/strategy/gratifications-theory/#origin
Tan, K. H., Rajendran, A., Muslim, N., Alias, J., & Yusof, N. A. (2022). The potential of Tik-Tok’s key features as a pedagogical strat-egy for ESL classrooms. Sustainability, 14(24), 16876. https://doi.org/10.3390/su142416876
Taguchi, N., & Gorsuch, G. (2017). English Pro-ficiency Index, 2017, 15(3), 45–58. https://doi.org/10.1080/1475939x.2018.1552892
Teaching Arts and Science with the New Social Media (Cutting-edge Technologies in Higher Education, 3): Charles Wankel: 9780857247810: Amazon.com: Books. (n.d.). https://www.amazon.com/Teaching-Science-Cutting-edge-Technologies-Education/dp/0857247816
Teh, E. W., Krishnapillai, G., & Chan, L. M. (2021). Tertiary student experiences with digital language games for enhancing the English language. International Journal of Game-Based Learning, 12(1), 1–18. https://doi.org/10.4018/ijgbl.287826
Valenzuela, S., Park, N., & Kee, K. F. (2015). Is there social capital in a social network site?: Facebook use and college students’ life satisfaction, trust, and participation. Journal of Computer-Mediated Communi-cation, 14(4), 875–901. https://doi.org/10.1111/j.1083-6101.2009.01474
Wamba, S. F., & Carter, L. (2016). The impact of social media on language learning: Opportunities and challenges for second
language acquisition. Journal of Lan-guage and Technology, 22(4), 56–72. https://doi.org/10.1080/1475939x.2018.1552892
Westman, P. (2019). Using Critical Media Lit-eracy to support English Language Teaching and Practice. H2D|Revista De Humanidades Digitais, 1(1). https://doi.org/10.21814/h2d.242
Zaidi, A., Awaludin, F. A., Karim, R. A., Ghani, N. F. C., Rani, M. S. A., & Ibrahim, N. (2018b). University studentsâ™ percep-tions of YouTube usage in (ESL) class-rooms. International Journal of Academic Research in Business and Social Sciences, 8(1). https://doi.org/10.6007/ijarbss/v8-i1/3826
Zhu, C. (2019). Student satisfaction, perfor-mance, and knowledge construction in online collaborative learning. Journal of Educational Technology & Society, Vol 15(1), Jan 2012, 127-136., 1(1). https://doi.org/10.21814/h2d.242https://psycnet.apa.org/record/2012-24238-010
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
