Advertisement

The Implications of Using Online Social Networks for EFL Learner Self-Concept

  • Nourollah Zarrinabadi
  • Ensieh Khodarahmi
Chapter
  • 6 Downloads
Part of the New Language Learning and Teaching Environments book series (NLLTE)

Abstract

The research reported in this chapter examines whether teaching English via online social networks affects English as a foreign language (EFL) learner self-concept. Intermediate- and advanced-level EFL students received materials for classroom discussions prior to the class using the application Telegram. Subsequently, they submitted speaking assignments and received their teacher’s feedback via the same application. To see if the intervention facilitated any changes in learner self-concept, interviews that included stimulated recalls were conducted with participants. The results showed that the Telegram application created positive beliefs about language learning for both groups. Moreover, the data analysis revealed that Telegram produced changes in certainty, stability and affective aspects of learner self-concept. The implications of the findings for teaching English in foreign language contexts are also discussed.

References

  1. Andreassen, C. S., Pallesen, S., & Griffiths, M. D. (2017). The relationship between addictive use of social media, narcissism, and self-esteem: Findings from a large national survey. Addictive Behaviors, 64, 287–293.CrossRefGoogle Scholar
  2. Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. Canadian Modern Language Review, 56(1), 31–48.CrossRefGoogle Scholar
  3. Byrne, B. M. (1984). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research, 54, 427–456.CrossRefGoogle Scholar
  4. Cantor, N., Markus, H., Niedenthal, P., & Nurius, P. (1986). On motivation and the self-concept. In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition: Foundations of social behavior (pp. 96–121). New York: Guilford Press.Google Scholar
  5. Cavus, N., & Ibrahim, D. (2017). Learning English using children’s stories in mobile devices. British Journal of Educational Technology, 48(2), 625–641.CrossRefGoogle Scholar
  6. Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  7. Charmaz, K. (1995). Grounded theory. In J. A. Smith, R. Harre, & L. V. Langenhove (Eds.), Rethinking methods in psychology (pp. 27–49). London: Sage.CrossRefGoogle Scholar
  8. Dashtestani, R. (2016). Moving bravely towards mobile learning: Iranian students’ use of mobile devices for learning English as a foreign language. Computer Assisted Language Learning, 29(4), 815–832.CrossRefGoogle Scholar
  9. Denissen, J. J., Zarrett, N. R., & Eccles, J. S. (2007). I like to do it, I’m able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78(2), 430–447.CrossRefGoogle Scholar
  10. Dörnyei, Z. (2001). Motivation strategies in the language classroom. Stuttgart: Ernst Klett Sprachen.CrossRefGoogle Scholar
  11. Dörnyei, Z. (2008). Motivation strategies in the language classroom. Stuttgart: Ernst Klett Sprachen.Google Scholar
  12. Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.Google Scholar
  13. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self (Vol. 36). Clevedon: Multilingual Matters Ltd.CrossRefGoogle Scholar
  14. Durov, P., & Durov, N. (2013). Telegram Messaging Application. Retrieved from https://telegram.org/
  15. Esit, Ö. (2011). Your verbal zone: An intelligent computer-assisted language learning program in support of Turkish learners’ vocabulary learning. Computer Assisted Language Learning, 24(3), 211–232.CrossRefGoogle Scholar
  16. Ganschow, L., Sparks, R. L., & Javorsky, J. (1998). Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities, 31(3), 248–258.CrossRefGoogle Scholar
  17. Gardner, R. C. (1991). Attitudes and motivation in second language learning. In A. G. Reynolds (Ed.), Bilingualism, multiculturalism, and second language learning (pp. 43–63). Hillsdale, NJ: Lawrence Erlbaurn.Google Scholar
  18. Greenhow, C., & Robelia, B. (2009). Informal learning and identity formation in online social networks. Learning, Media and Technology, 34(2), 119–140.CrossRefGoogle Scholar
  19. Gromik, N. A. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223–230.CrossRefGoogle Scholar
  20. Hattie, J. (1992). Measuring the effects of schooling. Australian Journal of Education, 36(1), 5–13.CrossRefGoogle Scholar
  21. Helliwell, J. F., & Putnam, R. D. (2004). The social context of well-being. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 359(1449), 1435–1446.CrossRefGoogle Scholar
  22. Herron, C., Dubreil, S., Cole, S. P., & Corrie, C. (2000). Using instructional video to teach culture to beginning foreign language students. CALICO Journal, 17(3), 395–429.CrossRefGoogle Scholar
  23. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.CrossRefGoogle Scholar
  24. Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505–528.CrossRefGoogle Scholar
  25. Huifen, L., & Dwyer, F. (2010). The effect of static and animated visualization: A perspective of instructional effectiveness and efficiency. Educational Technology Research & Development, 58(2), 155–174.CrossRefGoogle Scholar
  26. Hwang, W. Y., Huang, Y. M., Shadiev, R., Wu, S. Y., & Chen, S. L. (2014). Effects of using mobile devices on English listening diversity and speaking for EFL elementary students. Australasian Journal of Educational Technology, 30(5), 503–516.CrossRefGoogle Scholar
  27. Kao, P. C., Hu, S. C., & Kao, P. L. (2017). A comprehensive literature review of the advantages and challenges of applying Facebook to education and learning English as a foreign language. International Journal of Modern Education Research, 4(6), 92–95.Google Scholar
  28. Kling, K. C., Hyde, J. S., Showers, C. J., & Buswell, B. N. (1999). Gender differences in self-esteem: A meta-analysis. Psychological Bulletin, 125(4), 470–500.CrossRefGoogle Scholar
  29. Ko, M. H., & Goranson, J. (2014). Technology-assisted vocabulary learning and student learning outcomes: A case study. Multimedia-Assisted Language Learning, 17(1), 11–33.CrossRefGoogle Scholar
  30. Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515–525.CrossRefGoogle Scholar
  31. Markus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, 38(1), 299–337.CrossRefGoogle Scholar
  32. Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34(4), 542–552.CrossRefGoogle Scholar
  33. Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89(1), 41.CrossRefGoogle Scholar
  34. Marx, R. W., & Winne, P. H. (1978). Construct interpretations of three self-concept inventories. American Educational Research Journal, 15(1), 99–109.CrossRefGoogle Scholar
  35. Mercer, S. (2011a). The beliefs of two expert EFL learners. Language Learning Journal, 39(1), 57–74.CrossRefGoogle Scholar
  36. Mercer, S. (2011b). Towards an understanding of language learner self-concept. London: Springer.CrossRefGoogle Scholar
  37. Mercer, S. (2012). Self-concept: Situating the self. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 10–25). Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  38. Sahinkarakas, S., Inozu, J., & Ramoo, D. (2017). An introduction to the role of self in language learning. In S. Sahinkarakas & J. Inozu (Eds.), The role of self in language learning (pp. 1–6). Newcastle: Cambridge Scholars Publishing.Google Scholar
  39. Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85(1), 39–56.CrossRefGoogle Scholar
  40. Samaha, M., & Hawi, N. S. (2016). Relationships among smartphone addiction, stress, academic performance, and satisfaction with life. Computers in Human Behavior, 57, 321–325.CrossRefGoogle Scholar
  41. Selwyn, N. (2009). Face working: Exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157–174.CrossRefGoogle Scholar
  42. Skaalvik, E. M., & Valås, H. (1999). Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study. The Journal of Experimental Education, 67(2), 135–149.CrossRefGoogle Scholar
  43. Skaalvik, S., & Skaalvik, E. M. (2004). Gender differences in math and verbal self-concept performance expectations and motivation. Sex Roles, 50(3/4), 241–252.CrossRefGoogle Scholar
  44. Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365–383.CrossRefGoogle Scholar
  45. Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253–270.CrossRefGoogle Scholar
  46. Stockwell, G., & Liu, Y. C. (2015). Engaging in mobile phone-based activities for learning vocabulary: An investigation in Japan and Taiwan. CALICO Journal, 32(2), 299–322.CrossRefGoogle Scholar
  47. Sullivan, A. (2009). Academic self-concept, gender and single-sex schooling. British Educational Research Journal, 35(2), 259–288.CrossRefGoogle Scholar
  48. Tian, S. W., Yu, A. Y., Vogel, D., & Kwok, R. C. (2011). The impact of online social networking on learning: A social integration perspective. International Journal of Networking and Virtual Organizations, 8(3/4), 264–280.CrossRefGoogle Scholar
  49. Toetenel, L. (2014). Social networking: A collaborative open educational resource. Computer Assisted Language Learning, 27(2), 149–162.CrossRefGoogle Scholar
  50. Uther, M., & Banks, A. P. (2016). The influence of affordances on user preferences for multimedia language learning applications. Behaviour & Information Technology, 35(4), 277–289.CrossRefGoogle Scholar
  51. Valkenburg, P. M., & Peter, J. (2007). Online communication and adolescent well-being: Testing the stimulation versus the displacement hypothesis. Journal of Computer-Mediated Communication, 12(4), 1169–1182.CrossRefGoogle Scholar
  52. Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press.Google Scholar
  53. Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children’s self-concepts and motivation in achievement situations. Educational Psychologist, 26(3–4), 233–261.CrossRefGoogle Scholar
  54. Williams, M., & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.Google Scholar
  55. Williams, M., & Burden, R. L. (1999). Students’ developing conceptions of themselves as language learners. The Modern Language Journal, 83(2), 193–201.CrossRefGoogle Scholar
  56. Zhang, Y. (2009). The role of personality in second language acquisition. Asian Social Science, 4(5), 58.CrossRefGoogle Scholar
  57. Zhao, Y., & Frank, K. A. (2003). An ecological analysis of factors affecting technology use in schools. American Educational Research Journal, 40(4), 807–840.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2020

Authors and Affiliations

  • Nourollah Zarrinabadi
    • 1
  • Ensieh Khodarahmi
    • 2
  1. 1.University of IsfahanIsfahanIran
  2. 2.Allameh Tabataba’I UniversityTehranIran

Personalised recommendations