BOOM with Social Media (CV).pdf

BOOM with Social Media.indd 3 10/24/17 9:22 AM BOOM! with Social Media © 2017 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical including photocopy, recording or any information storage and retrieval system, without permission in writing from Director, Penerbit UMT, Universiti Malaysia Terengganu, 21030 Kuala Nerus, Terengganu, Malaysia. Hak Cipta Terpelihara © 2017. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan apa cara sekalipun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum mendapat izin bertulis daripada Pengarah, Penerbit UMT, Universiti Malaysia Terengganu, 21030 Kuala Nerus, Terengganu, Malaysia. Published in Malaysia by/Diterbitkan oleh Penerbit UMT Universiti Malaysia Terengganu 21030 Kuala Nerus Terengganu http://penerbit.umt.edu.my Email: penerbitumt@umt.edu.my Perpustakaan Negara Malaysia Cataloguing-in-Publication Data Noraein Mansor, Dato' Prof. Madya Dr., 1960BOOM! with Social Media / Noraien Mansor, Normaliza Abd Rahim. Includes index ISBN 978-967-2134-07-7 1. English language--Study and teaching--Foreign speakers--Audio-visual aids. 2. Mass media and education--Malaysia. 3. Digital media. 4. Social media. I. Normaliza Abd Rahim. II. Title. 428.0071 Set in Optima Design: Penerbit UMT Layout: Penerbit UMT Printed by: Reka Cetak Sdn. Bhd. No. 14, Jalan Jemuju Empat 16/13D Seksyen 16 40200 Shah Alam Selangor Darul Ehsan BOOM with Social Media.indd 4 10/24/17 9:22 AM CONTENTS Preface Acknowledgements vii ix I SOCIAL MEDIA: AN OVERVIEW Introduction Why Use Social Media in Language Teaching and Learning? Ethics in Social Media An Overview Conclusion Let’s Do This References 1 1 4 5 6 9 13 19 2 TWITTER AND THE LATEST TREND Introduction Studies on Twitter Methodology Results and Discussion Conclusion Let’s Do This Create Account References 21 21 22 23 24 26 31 37 42 3 FACEBOOK AND IT’S STILL GOING Introduction Studies on Facebook Methodology Results and Discussion Conclusion Let’s Do This Create Account References 45 45 47 49 50 51 55 61 68 4 INSTAGRAM IS FUN Introduction Studies on Instagram Methodology Results and Discussion Conclusion Let’s Do This Create Account References 71 71 72 73 74 76 81 87 94 BOOM with Social Media.indd 5 10/24/17 9:22 AM vi 5 EMAIL IS STILL THE IN-THING NOWADAYS Introduction Studies on Email Methodology Results and Discussion Conclusion Let’s Do This Create Account References 97 97 100 104 105 109 113 127 129 6 BLOG IN ESL CLASSROOM Introduction Studies on Blog Methodology Results and Discussion Conclusion Let’s Do This Create Account References 133 133 134 137 137 146 149 155 174 7 ISSUES IN SOCIAL NETWORKING AMONG USERS Introduction Literature Review Methodology Results and Discussion Conclusion Let’s Do This References 179 179 179 182 182 184 187 193 8 PEDAGOGICAL IMPLICATIONS Introduction The Teacher’s Role and Course Framework Learner’s Role Learning Ambience Assessment and Assessment Method Conclusion Let’s Do This References 197 197 198 199 200 200 201 205 211 Index Biography BOOM with Social Media.indd 6 17213 219 10/24/17 9:22 AM vii PREFACE The rapid development in Information Communication Technology provides diversiied methods and approaches of language teaching and learning. Effective teaching methods and resources have to be taken much emphasis to promote active participation and interaction of students in classroom activities. To date, social media is gaining tremendous favour in the educational system speciically in the ield of language teaching and learning as it enriches the learning experience by allowing students and teachers to connect and interact in new, exciting ways. The rapid explosion and extensive adoption of social media has made it possible for one person to communicate with thousands people worldwide. As such, the possibilities for social media in education are equally exciting as it is a platform to enhance students’ education. Thus, it is our main aim to provide various types of social media applications that is possible to be implemented in English as a Second Language Classroom. The focus is on the research that has been done using Facebook, email, Instagram, Twitter and blogs. We explore the past researches that have been done and look at the impact of the social media as well as identify issues and ways to overcome the problems related to using social media in ESL classroom. In fact, we insert the steps for creating new accounts to assist the newcomers of social media. We strongly believe that this publication will be of great assistance to language teachers and learners to be involved in the era of global technology. Dato’ Associate Professor Dr. Noraien Mansor Professor Dr. Normaliza Abd Rahim BOOM with Social Media.indd 7 10/24/17 9:22 AM BOOM with Social Media.indd 8 10/24/17 9:22 AM ix ACKNOWLEDGEMENTS The path which led to the completion of BOOM! with Social Media book incorporated support and contribution from various sources. This path was occupied with momentous, enriching and enlightening experiences, which paved the way for us to wade through all the intricacies to arrive at the inish line. Our strong determination to share and disseminate knowledge with language instructors and learners has contribute to the success of this book. First and foremost, we would like to express our heartfelt gratitude to the Vice Chancellor of Universiti Malaysia Terengganu (UMT), Professor Dato’ Dr. Nor Aieni Haji Mokhtar for allowing us to share our experience with the English as a Second Language (ESL) learners and teachers through the publication of this book. Special thanks are due to the staff of Penerbit UMT, for their continued support, assistance and collaboration. Finally, we are very grateful to our entire family for their continuous moral support, encouragement, patience and love and who have always been there for us, and above all, Allah, our ultimate source of strength. Dato’ Associate Professor Dr. Noraien Mansor Professor Dr. Normaliza Abd Rahim BOOM with Social Media.indd 9 10/24/17 9:22 AM BOOM with Social Media.indd 10 10/24/17 9:22 AM CHAPTER 1 SOCIAL MEDIA: AN OVERVIEW Introduction “The worldwide demand for good communication skills in English Language has created a great demand for quality language teaching and learning in the age of Information Communication Technology (ICT)”. (Noraien Mansor, 2016) “Experience in using the technology is what students need, yet this takes time. Until they get this experience, it is up to the educators to provide them with the conceptual foundation and introduce them to the skills necessary for understanding and implementing successful learning by using the technology”. (Normaliza Abd Rahim, 2014) Education plays a crucial role in shaping the future of the nation and it is a vital catalyst in developing and generating skillful students who can conidently gain a competitive edge in the age of ICT (Information Communication technology). Thus, inculcating critical thinking skills, effective communication skills as well as competence in English language communication skills are the main focus of a country in order to achieve a developed status. The most challenging task of a country’s educational system in the 21st century is in producing a workforce that is educated and skilled in new technologies and therefore the use of ICT in the educational system needs to be increased. The speedy development in ICT provides diversiied methods and approaches of language teaching and learning. Koros et al. (2013) emphasized that effective teaching methods and resources have to be taken much emphasis in creating student-centered learning environment that will ‘promote active participation of students in classrooms activities’. To date, social media is gaining tremendous favour in the educational system speciically in the ield of language teaching and learning as it enriches the learning experience by allowing students and teachers to connect and interact in new, exciting ways. Web sites such as Facebook, Instagram, Youtube, Blogs and Twitter provide a platform where users can dialogue, exchange BOOM with Social Media.indd 1 10/24/17 9:22 AM 2 / BOOM! with Social Media ideas, and ind answers to questions, thus further are able to foster collaboration and discussion. For example, Facebook which started out in early 2004 is currently the leading social networking site with 1.1 billion people using it around the world (by May 2013) and reaching two billions of monthly active users as of June 2017. Despite being known primarily for social networking activity, Facebook is being recognized as a respectable e-learning platform (Bosch, 2009). In Malaysia, students are exposed to e-learning materials and they use email, chat groups, bulletin boards, Instagram, Twitter and Facebook to discuss issues pertaining to their studies with friends in the cyber world. In fact, multimedia technology has been absorbed in Malaysian universities to enhance the ield of teaching and learning. This portrays the positive move and progress of ICT implementation among higher learning institution in Malaysia. The Malaysian government has put on serious attention in implementing and injecting the use of ICT in the country’s educational system. This can be seen from the development of many infrastructures to support the aim, namely e-learning, teaching and learning softwares, technological teaching aids etc. Realizing the importance of English language in today’s world, teaching institutions have shifted the teaching method of English to using technological tools as many researches emphasize on the effectiveness of the integration. Learning English involves much more than studying a textbook, doing tests, and putting dictums into practise. There are hosts of options exist for improving English language skills which involves interacting with others online via social media. Importantly, the 21st century has portrayed the social media evolution into the world. Social Media Social media consists of Internet-based applications, which is used for interactive communication. Social media is deined as “a group of Internet-based applications that build on the ideological and technological foundations of web 2.0, which allows the creation and exchange of user-generated content” (Kaplan & Haenlein, 2010). It is a place where you can convey information to other people and share content together with your online connections. The rapid explosion and extensive adoption of social media has made it possible for one person to communicate with thousands people worldwide. To date, social media has become unstoppable and vital for social networking and content sharing. It has changed the public discourse in society because of its vast advantages such as easy to use, low cost, fast and easily reached. In addition, social media has permeated today’s society with millions of BOOM with Social Media.indd 2 10/24/17 9:22 AM Social Media: An Overview / 3 people engrossed in the latest happenings via various social media applications. As such, the possibilities for social media in education are equally exciting as it is a platform to enhance students’ education. Therefore, the challenge to educators is how to bind the dual features of social media for educational purposes. Social Network Social network is a subcategory of social media and it is a social structure with people who are joined by a common interest. The difference between social media and social network is that social media is a medium that helps people to make the connection and social networking enhances the connection. Therefore, social media and social networking are not the same but they are both signiicant to your goals of implementing it in your everyday business or in the educational system to reach for greater success. Foreman (2017) revealed that “Social networks, sometimes called relationship networks help people and organizations connect online to share information and ideas. Now, and especially since the rise of the mobile internet, these networks have become hubs that transform nearly every aspect of modern life—from reading news to sharing vacation photos to inding a new job—into a social experience”. Thus, the main purpose of social networking is to connect with other people. Types of Social Media Grahl (2013) categorised social media into six different but overlapping categories: 1. Social networks (e.g., Facebook, LinkedIn) 2. Bookmarking sites (e.g., Delicious, StumbleUpon) 3. Social news (e.g., Digg, Reddit) 4. Media sharing (e.g., Instagram, YouTube, Flickr) 5. Microblogging (e.g., Twitter) 6. Blogging, particularly comments and forums Foreman (2017) listed 10 types of social media and what they are used for: 1. Social networks—Connect with people 2. Media sharing networks—Share photos, videos, and other media 3. Discussion forums—Share news and ideas 4. Bookmarking and content curation networks—Discover, save and share new content 5. Consumer review networks—Find and review businesses BOOM with Social Media.indd 3 10/24/17 9:22 AM 4 / BOOM! with Social Media 6. Blogging and publishing networks—Publish content online 7. Interest-based networks—Share interests and hobbies 8. Social shopping networks—Shop online 9. Sharing economy networks—Trade goods and services 10. Anonymous social networks—Communicate anonymously Why Use Social Media in Language Teaching and Learning? 1. Acquainted Students in the millennium era are already acquainted with various types of social media such as Facebook, Instagram, Twitter and blogs for social interaction as well as for educational purposes. Most of the students are already familiar and comfortable with the social networking platforms as they use it everyday to communicate and share their experience with their friends and followers. 2. Outside Class Activity Social media brings learning outside the classroom, as students will be able to proceed with the media outside the classroom after their normal classroom session. Therefore, students are able to complete their activity in a nonthreatening environment. 3. Self-governing Students will be able to learn independently at their own pace. They will be able to explore the social media at their own interest to seek for required information. 4. Fun and Motivational Social media is fun to be acquainted with and will be able to motivate students in language learning as it seems to boost students’ motivation, which leads increased usage and proiciency. Social media provides students with pictures, videos, information and the most crucial part is its interactive mode which enable students to participate and interact aggressively. 5. Momentous Interaction Social media such as Facebook, email and YouTube are the more prominent medium of interaction where users can express their thoughts freely as well as share their creativity to be discussed. Momentous interaction amongst peers (peer-peer) and instructors (student-instructor) will occur as they communicate with each other. BOOM with Social Media.indd 4 10/24/17 9:22 AM Social Media: An Overview / 5 6. Resource of Authentic Information Social media is a vast resource of authentic information of written, audio, video materials with which both receptive and productive skills may be practised. Students are provided with new learning experiences synchronously and asynchronously, enabling them to have more depth and direction in their learning process. Students will be able to share the resources quickly and gain as much knowledge possible. 7. Effective and Eficient Lessons Language teaching will be more effective and eficient as social media and social network offer the users many beneits. Social networking sites offer the users various applications, which can be easily accessed. 8. Feedbacks Social media offers the most vital feature for communication that is giving and receiving feedback. When we post any content, we will start receiving likes and comments as well as opinions and additional information. Therefore, this phenomenon will provide a positive impact where participants involved will be able to discuss and share ideas amongst themselves. 9. Community Involvement Social media will be able to provide the opportunity for parents, teachers and students to observe any communications or postings such as homework and various activities which will enable them to be aware of their children’s activity. 10. Encourage Participation Through social media, students can be encouraged to participate and interact actively. They can upload pictures or videos related to the courses as well as upload their assignments and give feedback. Through active participation and interaction, students will be totally involved in the learning process. Ethics in Social Media (Normaliza Abd Rahim, 2014) 1. Word Choice You must ensure your word choice is appropriate for readers of all ages. 2. Sentence Structure When you write a sentence, you have to make sure that it is intelligible. 3. Grammatical Rules You must ensure that your sentences consist of correct grammar. BOOM with Social Media.indd 5 10/24/17 9:22 AM 6 / BOOM! with Social Media 4. Sensitivity (religion) When writing, you must not talk about the sensitivity of religion. 5. Sensitivity (politics) When writing a personal post, you must not talk about the sensitivity of politics. 6. Harsh Words Avoid using harsh words in your posts. 7. Threat Your writing must not be a threat to others and yourself. 8. Defamation Avoid writing post that you are unsure of its content. You have to make sure that you have done a lot of research since this might lead to defamation towards others. 9. Photos Insert watermark on your photos so that the photos will not be used by others for other purposes. 10. Research If you are writing based on theory or study, ensure that you have done a lot of readings and research so that the content of your writing is viable. An Overview Recent studies on social media and social network have been explored to investigate on the contribution to the ield of second language learning. Clark and Gruba (2010) reported that social network has increase the motivation for learning and motivation is the key to working in the social media. Their studies are parallel with the indings by Liu et al. (2013) who looked at 21 university level ESL learners’ use of social network sites for language learning, and their perceptions of these experiences. They identiied the factors that are important to learner satisfaction of social spaces which include comfort level, language proiciency level, preferred communication modes and the design of the sites. Komatsu (2011) concluded that these networks are potential forums of learning because they can be learnercentered, active, and collaborative. Al-Rahmi & Othman (2013a) conducted a study regarding the impact of social media use on academic performance among university students. The results revealed that social media integration facilitates students’ academic experience, BOOM with Social Media.indd 6 10/24/17 9:22 AM Social Media: An Overview / 7 which relates to students’ academic performance. Further, social media integration was found to increase the interaction within the class among students and teacher, which increase students’ participation and enhance collaborative learning. In addition, as collaboration is vital in the learning process, social media tools function as platforms for learners to access, collect, and share information and online social networking helps students to develop satisfying relationships with peers (Yu et al., 2010), improve engagement and communication with peers and teachers (Faizi et al., 2013), and collaborate to achieve common goals (Faizi et al., 2013). As such, shy students may feel more comfortable expressing themselves and sharing their thoughts through online channels rather than through traditional face-to-face classes. Reinhardt & Chen (2013) also investigated how social network is used to invest in new identities that lead to socialization in imagined communities. Their study shows how a learner made use of affordances to establish identity and their results suggest that Facebook was used as a way to socialize and invest identity in the context of graduate studies, and to interact with broader communities and networks. On the other hand, Karpati (2009) has argued that social web tools can, in general, facilitate educators in setting up collaborative learning, as they place students at the core of the learning experience while at the same time allowing the teacher to function as the mentor and guide of knowledge construction and sharing. He also highlighted the fact that such tools provide authentic language education settings, an important consideration for achieving high communicative competence in a foreign language. Further, Mitchell (2012) explored Facebook with nine learners of English as a second language. Data were coded from interviews and analysed to identify salient themes, and the indings suggest that students were able not just to communicate with friends but also to improve their linguistic and cultural competency. Therefore, creating and developing friendships in social network sites can increase motivation and student enjoyment as Chartrand (2012) also indicated that social media and social network can generate meaningful output and stimulate students’ interest in language learning. Blattner & Lomicka (2012) investigated on sociopragmatic competence whereas Chen (2013) and Klimanova & Dembovskaya (2013) investigated on the potential to develop and explore online relationships and identities where BOOM with Social Media.indd 7 10/24/17 9:22 AM 8 / BOOM! with Social Media expression, interaction, and community building are all important factors in the language learning experience. Blattner & Fiori (2009) revealed that meaningful integration in Facebook in the language classroom can lead to a sense of community and impact the development of socio-pragmatic competence in language learners. Blattner & Lomicka (2012a; 2012b) examined pedagogical practices using a social forum and a Facebook forum in which students were asked to identify information in posts made by forum members: types of salutations, use of pronouns, question formation, and colloquial vocabulary. The results suggest that language analysis on Facebook forums can enhance the awareness of important socio-pragmatic elements by transcending national and cultural boundaries. Mills (2011) conducted a study that highlighted the nature of student participation, knowledge acquisition, and relationship development within social network communities. Facebook was used as an interactive tool where students could share collective relection and access resources that enhanced the various topics discussed in class. Mills revealed that students made connections to course content, developed identities through the enhancement of interpersonal, presentational, and interpretative modes of communication, engaged in meaningful learning experiences, and contextualized interactions within these social communities in the second language learning. Reinhardt & Zander (2011) conducted a sociopragmatic study which implemented activities using Facebook for elementary Korean with the goal of developing sociopragmatic awareness of Korean honoriics. Trends emerging from his work suggest that there is evidence of sociopragmatic awareness, understanding of contextual constraints on use and creative use of Facebook affordances. Similarly, Iskold (2012) examined the concepts of self-authorship and performing identity among second language learners on Facebook. She concluded that Facebook may enhance face-to-face learning, especially in the areas of critical thinking, and by providing additional opportunities to interact, increased motivation, and the ability to experiment with character identity. Findings of Chen (2013) who looked at two multilingual writers and how they design and construct identities in literary practices in Facebook, demonstrated that writers adopted various strategies, subject positions and even reappropriated “symbolic resources afforded by the social network sites as they aligned themselves with particular collective and personal identities at local and global levels”. BOOM with Social Media.indd 8 10/24/17 9:22 AM Social Media: An Overview / 9 Conclusion To conclude, there are compelling reasons for incorporating social media into our language classes. Social media is seen as a useful vehicle that can be used to share classroom resources, news and work as well as to foster greater student engagement. BOOM with Social Media.indd 9 10/24/17 9:22 AM BOOM with Social Media.indd 10 10/24/17 9:22 AM Social Media: An Overview / 11 Failure is a booster for a greater Success… (Noraien Mansor & Normaliza Abd Rahim, 2017) Be truthful in everything that you do for a peaceful heart… (Normaliza Abd Rahim & Noraien Mansor, 2017) BOOM with Social Media.indd 11 10/24/17 9:22 AM BOOM with Social Media.indd 12 10/24/17 9:22 AM Social Media: An Overview / 13 LET’S DO THIS ACTIVITY 1 ✂ What are the beneits or advantages of social media in your everyday life? BOOM with Social Media.indd 13 10/24/17 9:22 AM BOOM with Social Media.indd 14 10/24/17 9:22 AM Social Media: An Overview / 15 ACTIVITY 2 ✂ What are the beneits or advantages of social media in ESL classroom? BOOM with Social Media.indd 15 10/24/17 9:22 AM BOOM with Social Media.indd 16 10/24/17 9:22 AM Social Media: An Overview / 17 ACTIVITY 3 ✂ Choose 2 of the social media applications and give the disadvantages. BOOM with Social Media.indd 17 10/24/17 9:22 AM BOOM with Social Media.indd 18 10/24/17 9:22 AM Social Media: An Overview / 19 References Al-Rahmi & Othman (2013a).The Impact of Social Media Use on Academic Performance among University students: A Pilot Study. Journal of Information Systems Research and Innovation, 4(12). Blattner, G., & Fiori, M. (2009). Facebook in the Language Classroom: Promises and Possibilities. International Journal of Instructional Technology and Distance Learning, 6(1): 17-28. Available from http://itdl.org/journal/jan_09/article02. htm [Accessed 8 April 2014]. Blattner, G., & Lomicka, L. (2012). Facebook-ing and the Social Generation: A New Era of Language Learning. Alsic (Apprentissage des langues et syst̀mes d’information et de communication). Available from http://alsic.revues. org/2413 [Accessed 28 April 2014]. Bosch, T. W. (2009). Using Online Social Networking for Teaching and Learning: Facebook Use at the University of Cape Town. Communicatio: South African Journal of Communication Theory and Research, 35(2): 185-200. http://dx.doi. org/10.1080/0250016093250648 Chartrand, R. (2012). Social Networking for Language Learners: Creating Meaningful Output with Web 2.0 Tools. Knowledge Management and E-learning: An International Journal, 4(1): 97-101. Chen, H. I. (2013). Identity Practices of Multilingual Writers in Social Networking Spaces. Language Learning and Technology, 17(2): 143-170. Clark, C., & Gruba, P. (2010). The Use of Social Networking Sites for Foreign Language Learning: An Autoethnographic Study of Live Mocha. Proceedings Ascilite. Sydney: 164-173. Available from http://ascilite.org.au/conferences/ sydney10/procs/Cclark-full.pdf [Accessed 12 May 2014]. Curtis Foreman (2017). 10 Types of Social Media and How Each Can Beneit Your Business. https://blog.hootsuite.com/types-of-social-media/ Faizi, R., El Aia, A., & Chiheb, R. (2013). Exploring the Potential Beneits of Using Social Media in Education. International Journal of Engineering Pedagogy. 3(4): 50-53. doi:10.3991/ijep.v3i4.2836 Grahl, B. (2013). The Media of Social Media. Available from http://tristantreadwell. wordpress.com/tag/grahl/ [Accessed 12 May 2014]. Iskold, L. (2012). Imagined Identities: An Examination of Self-authorship on Facebook. In P. Chamness Miller, M. Mantero, & J. Watzke (Eds.), Readings in BOOM with Social Media.indd 19 10/24/17 9:22 AM 20 / BOOM! with Social Media Language Studies: Language and Identity. Grandville, MI: International Society for Language Studies, Inc. 119-210. Karpati, A. (2009). Web 2 Technologies for Net Native Language Learners: A “Social CALL”. ReCALL, 21(2): 139-156. Klimanova, L., & Dembovskaya, S. (2013). L2 Identity, Discourse, and Social Networking in Russian. Language Learning and Technology, 17(1): 69-88. Komatsu, S. (2011). 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(eds.), Social Networking for Language Education. Basingstoke, UK: Palgrave Macmillan. 137-157. Mills, N. (2011). Situated Learning through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement, and a Shared Repertoire, CALICO Journal, 28(2): 345-368. Mitchell, K. (2012). A Social Tool: Why and How ESOL Students Use Facebook. CALICO Journal, 29(3): 471-493. Noraien Mansor. (2016). Let’s Talk and Let’s Go Global: A Distinctive Approach in Enhancing Communication Skills. Proceedings of 12th International Conference on Social Science and Humanities (ICSSH). Negeri Sembilan. Reinhardt, J., & Zander, V. (2011). Social Networking in an Intensive English Program Classroom: A Language Socialization Perspective. CALICO Journal, 28(2): 326-344. Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. (2010). Can Learning be Virtually Boosted?: An Investigation of Online Social Networking Impacts. Computers & Education, 55:1494-1503. doi:10.1016/j.compedu.2010.06.015 BOOM with Social Media.indd 20 10/24/17 9:22 AM