PANYONARA: Journal of English Education
Vol. 1, No. 1, March 2021
DOI: 10.19105/panyonara.v1i3.4170
THE INFLUENCE OF SOCIAL MEDIA ON PALESTINIAN SECONDARY
SCHOOLS ENGLISH WRITING SKILLS FROM ENGLISH TEACHERS’
PERSPECTIVES IN JENIN REGION
1Faculty
2Senior
Tahani R. K. Bsharat1
of Major Language Studies. Universiti Sains Islam Malaysia, Malaysia
(tahanibsharat@raudah.usim.edu.my)
Fariza Behak2
Lecturer, Faculty of Major Language Studies, Universiti Sains Islam Malaysia, Malaysia,
(fariza@usim.edu.my)
Abstract: Writing skills play a crucial role in this modern world, and one must develop
these skills to excel in teaching-learning processes. Therefore, writing becomes one of the
most important abilities of all four language skills to communicate effectively in this
global environment. Since English is commonly used throughout the world, learners need
to acquire their writing skills to be effective in their respective fields. The teachers have
to consider and seek to incorporate different teaching methods, especially social media,
during these challenging times with the presence of COVID 19. This study aimed to find
out the influence of social media on Palestinian secondary schools' English writing skills
from teachers' perspectives in the Jenin region, and also the influence of (gender,
academic qualification, and years of experience) variables in the influence of social
media on Palestinian secondary school's English writing skills from teachers'
perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary
schools English language teachers who will select randomly in the scholastic year (20192020). Thus, the researcher adopted the descriptive-analytic approach (quantitative
method). The results show that a negative influence of social media on Palestinian
secondary schools students' English writing skills.
Keywords: Writing Skills; Social Media; Secondary Students
First Received:
(January 15, 2021)
Final Proof Received:
(March 31, 2021)
INTRODUCTION
Using social media tools in teaching sometimes can be very challenging for teachers.
Students can be a very good consulting source because they are the experts, and they have
a better understanding of the tools. Crook et al., (2008) added that Social media tools
provide learners with new opportunities to become independent in their study and
research.
Writing is one of the other fourth language skills that require special attention, as it
is a productive language process. It is the process of transforming thoughts and ideas into
written communication. As Millrood, (2001) defined writing as a communicative skill to
send, store and retrieve messages with the help of written symbols. Writing can be
expressive, poetic, informative, and persuasive. Depending on the type of writing, the
19
Tahani R. K. Bsharat & Fariza Behak, The Influence of Social Media on Palestinians …
writer concentrates either on the written piece's subject matter, the reader, or one's
feelings and thoughts. Writing is an important language activity and a major classroom
procedure. It is important to provide evidence of our students' achievements.
Besides, teachers were afraid of losing class influence (Minocha, 2009; Sobaih,
Moustafa, Ghandforoush, & Khan, 2016). They also felt that students belong to social
media and shouldn't intervene (Dickie & Meier, 2015). Students' attitudes were often seen
as troublesome (Goktalay, 2013), or teachers were afraid that less technically qualified
students would stay behind (Minocha, 2009). Social media has also been argued to be best
adapted for subjects such as languages (Margaryan & Littlejohn, 2011). Finally, there have
been reports of enthusiasm (Kamalodeen & Jameson-Charles, 2016) and the ability to put
effort into learning how to use social media in class (Kukulska-Hulme, 2012), as well as
resistance to change much an obstacle as an expression of high expectations about social
media's contribution to education (Van den beemt, Thurlings, & Willems, 2019).
Writing skills play a great role in conveying a written message accurately. It is
equated with speech because both are used to convey ideas, notions, and information.
Kavaliauskienė, (2010) added the most common applications of e-learning include
weblogs and social media, which serve as valuable tools for improving writing skills in a
foreign language. Their advantages in language classes include instant publishing online,
leadership, and an online portfolio of student written work. Solis (2008) comprised the
activities of social media that involve socializing and networking online through words,
pictures and videos.
Writing for training is another purpose for teaching writing. Writing used for the
purpose of training initially presents students with patterns of linguistic and rhetorical
forms that might be new to them. Students are given practice in using and manipulating
these new patterns. When students do this kind of writing, they work with units of
discourse longer than the sentence. The training aims to manipulate rhetorical and
grammatical structures, especially through use or transformations. The researcher
believes that the need for the study springs from the following resources. Firstly, the
researcher interviews English supervisors and teachers who have a wide background
about students' levels and results, especially in the secondary exams. Most of them agree
with the idea that students suffer from weak main writing skills. Secondly, this field's lack
of research takes our teachers and students far away from technology contemporary life.
So, the new tendency in English language education focuses on integrating technology into
the teaching and learning process and improving EFL collaborative writing skills.
LITERATURE REVIEW
According to (Millrood, 2001: 147) discussed a three-phase framework of teaching
to write. First is pre-writing schemata. This phase is started by identifying a person who
already has activation, motivation for writing, preparation for the writing, and
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PANYONARA: Journal of English Education
Vol. 1, No. 1, March 2021
familiarization with the text format. Second is while-writing, it is thesis development,
writing from notes, proceeding from a given beginning phrase, and following a plan. The
third is post-writing. This phase involves reflection on spelling and grammar errors,
sharing the writing with other students-redrafting, peer editing. The researcher found the
importance of using English writing skills in teaching and learning in general, and the
internet has been praised as an instructional tool.
According to (Khalil, 2002: 133–135), teaching and learning writing is crucial for
both teachers and learners. He found that foreign speakers of English face problems and
made mistakes in punctuation, especially in sentence forming, usage, and mechanics of
writing. The researcher found the crucial strategies of using English writing skills in
teaching and learning process. How the technology is used and how it is integrated into
the learning process is important. Zepke & Leach, 2010) suggested that motivation and
student dispositions will influence their ability to engage in interactive learning, where the
line between online learning and socialization is blurred.
Al-Sharawneh (2014) said that the skills of the writing skill of language teachers and
students have always been important because the results of such an influence are used for
a variety of administrative, instructional and research purposes. Classroom teachers
benefit from these results. They use these results to help improve, influence, refine and
shape their students' attained writing ability. He added that the assessment of the writing
ability among language teachers and students has always been important because the
results of such an evaluation are used for a variety of administrative, instructional, and
research purposes. Classroom teachers benefit from these results. They use these results
to help improve, influence, refine and shape their students' attained writing ability.
The researcher found the benefits of using the assessment of teaching English
writing skills and its importance learning process. According to Toivo (2012), social media
is a new information network and information technology using a form of communication
utilizing interactive and user-produced content, and interpersonal relationships are
created and maintained. Typical social media network services could be content sharing,
web communities, and Internet forums. The researcher found that the students have to
keep the channel of communication open through their own efforts and ensure both the
choice of sentence structure and how our sentences are linked together and sequenced. So,
the produced text can be interpreted on its own.
With regard to the cognitive problem, students learn to write through a process of
instructions. To do so, students have to master the written form of the language and learn
the writing structures, which are not used in speaking.
Students also have to learn how to organize their ideas so a reader can absorb them
without being present or recognizing the writer. The influence of educational uses of social
media on motivation has been explored in several studies. Many of these studies have
shown that social media, especially Facebook and Twitter, has increased students'
21
Tahani R. K. Bsharat & Fariza Behak, The Influence of Social Media on Palestinians …
motivation and participation (e.g. Cole, Hibbert, & Kehoe, 2013; Rinaldo, Tapp, & Laverie,
2011; Wang, 2013). The more students use Facebook, the more they believe like they are
part of their class (Dougherty & Andercheck, 2014). In addition, the number of tweets
sent was found to positively correlate with student engagement (Evans, 2014; Menkhoff,
Chay, Bengtsson, Woodard, & Gan, 2015).
A significant consequence is the use of social media, and Facebook in particular, to
write lessons and language courses. Studies based on writing and language have shown
increased student outcomes and engagement by using social media as learning resources
(Lee, Koo, & Kim, 2016; Suthiwartnarueput & Wasanasomsithi, 2012; Van den beemt et al.,
2019; Vikneswaran & Krish, 2016).
The current study may resemble the previous studies in the use of social media as
the data. Nevertheless, this study's contexts are different from the above contexts, in terms
of concentrating on writing skills and during this difficult time for the whole world
because spreading of COVID -19 or Coronavirus. The purpose of this study is to explore the
influence of implementing social media on Palestinian secondary schools' progress in
writing skills and their attitudes towards writing from teachers' perspectives at schools in
the Jenin region and recognize whether social media affects the students writing
competence positively or negatively during the scholastic year 2019-2020.
METHOD
The researcher adopted the descriptive-analytic approach because it is suitability to
the nature of the study and the influence of social media on Palestinian secondary schools'
English writing skills from teachers' perspectives in the Jenin region. To achieve these
goals, the researcher designs a questionnaire.
The Sample of the Study
The sample consists of (30) Palestinian secondary schools' English language
teachers who select randomly in the scholastic year (2019-2020). Tables (1), (2), and (3)
show the distribution of the sample of the study depending on its independent variables.
Table 1.
Sample Distribution According to the Gender variable.
Gender
Frequency
Percentage (%)
Female
20
66.7
Male
10
33,3
Total
30
100
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PANYONARA: Journal of English Education
Vol. 1, No. 1, March 2021
Table 2.
Sample Distribution According to the Academic Qualification variable.
Experience
Frequency
Percentage (%)
Bachelor or less
26
68,7
Master or more
4
31,3
Total
30
100
Table 3.
Sample Distribution According to the Years of Experience variable.
Experience
Frequency
Percentage (%)
5 years or less
3
10
More than 5 years
27
90
Total
30
100
Instruments
Depending on the related studies, literature review, and experts' consultation, the
researchers designed a questionnaire to examine the influence of social media on
Palestinian secondary schools' English writing skills from teachers' perspectives in the
Jenin region. The questionnaire consists of two sections. Section one consists of personal
information like gender, academic qualification, and years of experience.
The questionnaire consists of (24) items divided into (4) domains, as shown in table
(4).
Table 4.
The items of the questionnaire According to the study Domains.
No.
Domain
Number of Items
Items
1.
The role of the English language teacher
6
1-6
2.
The role of the students
6
7-12
3.
The role of the curriculum
6
13-18
4.
The role of the classroom environment
6
19-24
Total
24
Instrument Reliability and Credibility
The academic supervisor reviewed the instrument of the study at Al- Quds Open
University, who recommended its validity after certain modifications, and the researcher
got the questionnaire in its final form. As for the reliability of the instrument of the study,
Cronbach's Alpha equation was used to extract the instrument's reliability. The total value
was (82%), and this percentage assured the possibility of using the instrument. The
23
Tahani R. K. Bsharat & Fariza Behak, The Influence of Social Media on Palestinians …
researcher presented the questionnaire to the academic supervisor, who proved its
credibility, so the researcher made these changes according to the supervisor's
instructions.
RESULTS AND DISCUSSION
After collecting the data, those have been input to the computer to be treated using
(SPSS) Statistical Packages for Social Science, and the following statistics were used. First
were means and percentages, the second was standard and deviations, and the last
statistics were T-test and One Way (ANOVA). In this section, the researcher surveys the
results and the hypothesis of the study.
Results
The majority of the English language teachers' responses declared that the influence
of social media on Palestinian secondary school's English writing skills during the COVID19 virus in the Jenin region has negative results from the English language teachers'
questionnaire responses that means there is no effect at all. It is also described by all of the
results of statistical data that there is no effect between the social media on Palestinian
secondary school's English writing skills from teachers' perspective related to the gender,
academic qualification, and years of experience variables. The complete descriptions of all
the variables tested are as follow:
The influence of social media on Palestinian secondary schools English writing skills
from teachers’ perspectives in Jenin region related to the gender
The result related to the first hypothesis is there are no significant differences at (α
= 0.05) about the influence of social media on Palestinian secondary schools' English
writing skills from teachers' perspectives in the Jenin region related to the gender
variable. The researcher used the T-test which the results presented in Table 5 below.
Table 5.
Results according to the gender variable for the English language teachers.
Male
No.
Female
Domains
M
S.D.
M
S.D.
(T)
SIG
1.
The role of the teacher
4.8000
.11180
4.4559
.50956
.523
.005
2.
The role of the students
4.6500
.41833
4.2059
.55365
.466
.473
3.
The role of the curriculum
4.2400
.32863
3.6824
.54799
.252
.328
4.
The role of the classroom
environment
3.0000
.40825
3.0000
.52705
.000
.460
Respondents’ total score
4.17
0.318
3.83
0.534
1.82
0.31
*Statistically significant of the (0.05) level.
Note: M stands for (Mean), S.D. stands for (Standard deviation), SIG stands for (Significant)
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PANYONARA: Journal of English Education
Vol. 1, No. 1, March 2021
Table 5 shows no significant differences at the (α = 0.05) about the influence of
social media on Palestinian secondary schools' English writing skills from teachers'
perspectives in the Jenin region related to the gender variable at the whole domains at the
total score. The significant level for (T) values was more than (0.05). Consequently, the
null hypothesis is accepted.
The influence of social media on Palestinian secondary schools English writing skills
from teachers' perspectives in the Jenin region related to the academic qualification
Table (6) below shows the results related to the second hypothesis, which states
that there are no significant differences at (α = 0.05) about the influence of social media on
Palestinian secondary schools' English writing skills from teachers' perspectives in the
Jenin region related to the academic qualification variable. To examine this hypothesis, the
researcher used the T-test. Table 6 shows the results.
Table 6.
Results according to the academic qualification variable.
5 years or less
No.
Domains
More than 5
years
M
S.D.
M
S.D.
(T)
SIG
1.
The role of the teacher
4.5341
.47117
4.333.
.47117
2.581
.005
2.
The role of the students
4.3068
.55060
4.232.
.55060
1.929
.473
3.
The role of the curriculum
3.8091
.55370
3.786.
.55370
2.814
.328
4.
The role of the classroom
environment
3.0000
.49334
3.112
.49334
.000
.460
Respondents’ total score
3.985
.37951
3.894
.30517
2.862
0.3165
Table 6 shows no significant differences at the (α = 0.05) about the influence of
social media on Palestinian secondary schools English writing skills from teachers'
perspectives in the Jenin region related to the academic qualification variable at the
domains (1,2,3,4) and the total score. The significant level for (T) values was more than
(0.05). Therefore, the null hypothesis is accepted.
The influence of social media on Palestinian secondary schools English writing skills
from teachers' perspectives in the Jenin region related to the years of experience
The results related to the third hypothesis, which states that there are no significant
differences at (α = 0.05) about the influence of social media on Palestinian secondary
schools' English writing skills from teachers' perspectives in the Jenin region the years of
experience variable. To examine this hypothesis, the researcher used the T-test. Tables (7)
show the results.
25
Tahani R. K. Bsharat & Fariza Behak, The Influence of Social Media on Palestinians …
Table 7.
Results according to the years of experience variable.
No.
5 years or less
More than 5 years
M
S.D.
M
S.D.
Domains
(T)
SIG
1.
The role of the teacher
4.8333
.14434
4.4868
.48929
2.478
.052
2.
The role of the students
4.5833
.72169
4.2632
.53016
.738
.465
3.
The role of the curriculum
4.2000
.60000
3.7474
.53683
1.231
.957
4.
The role of the classroom
environment
3.0000
.57735
3.0000
.49690
.000
.653
Respondents’ total score
4.15
0.51
4.15
0.51
0.86
0.53
*Statistically significant of the (0.05) level.
There is no influence of social media on Palestinian secondary schools' English
writing skills from teachers' perspectives in the Jenin region related to the years of
experience variable at the whole domains and at the total score. The significant level for
(T) values was more than (0.05). Consequently, the null hypothesis is accepted.
DISCUSSION
The majority of the English language teachers' responses declared that the influence
of social media on Palestinian secondary school's English writing skills during the COVID19 virus in the Jenin region has negative results from the questionnaire responses of the
English language teachers that means there is no effect at all. Besides, the results related
to the first hypothesis showed that there are no significant differences at the (α = 0.05)
about the effect of social media on Palestinian secondary schools English writing
proficiency from teachers perspectives in the Jenin region related to the gender variable at
the whole domains and the total score. Also, the second hypothesis showed no significant
differences at the ( α = 0.05) about the effect of social media on Palestinian secondary
schools English writing proficiency from teachers' perspectives in the Jenin region related
to the academic qualification variable four domains, and at the total score. Finally, the
third hypothesis results showed no significant differences at ( α = 0.05). It reflects that
there is no effect of social media on Palestinian secondary schools' English writing
proficiency from teachers' perspectives in the Jenin region related to the years of
experience variable at the whole domains and at the total score.
On the other hand, the researchers mentioned in their studies (Evans, 2014; Lee et
al., 2016; Menkhoff et al., 2015; Suthiwartnarueput & Wasanasomsithi, 2012; Van den
beemt et al., 2019; Vikneswaran & Krish, 2016) that there are effects in influencing social
media. This current study is existing research repeatedly focused on one aspect: social
media in general in all the subjects’ science and math. However, this current study focused
on the English language. In these studies, they mentioned social media in general without
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PANYONARA: Journal of English Education
Vol. 1, No. 1, March 2021
paying attention to interrelatedness. Thus, this study was constructed on writing skills for
English language from the English language teachers' point of view.
Some of the recommendations that can be offered after surveying and discussing the
results to enhance students' are; 1. Teachers should improve their skills in teaching
English by using social media on the students' progress. 2. Teachers have to pay more
attention and emphasize new and modern ways of using social media on the students'
progress to enrich their experience. 3. Teachers should increase students' self-esteem by
allowing them to participate more through using social media in classroom activities. 4.
Teachers need to consider individual differences among students' when they try in various
ways through using social media. 5. The Ministry of Education should train teachers on
class management. It should create conditions that permit curriculum planning and create
materials and develop teaching methods that focus on teaching English through social
media on the students' progress.
CONCLUSION
As mentioned before, developing social media's influence on Palestinian secondary
schools' English writing skills from teachers' perspectives is a significant issue in the
learning process in general. To do that, improving teacher styles in teaching the English
language must be the Ministry of Education's goal by holding programs, workshops,
training courses, and making visits to foreign schools to enrich teachers' experiences.
Besides, teachers can improve their social media use in teaching English by adapting new
and modern procedures of using social media to their students' progress.
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Tahani R. K. Bsharat & Fariza Behak, The Influence of Social Media on Palestinians …
Appendix(A) The questionnaire for English language teachers.
Questionnaire
Dear teachers:
This study aims to investigate ( The Influence of Social Media on Palestinian
Secondary Schools English Writing Skills from English Teachers
Perspectives in Jenin Region).
Your answers will be secret, taking in to consideration that all the information
you give will be used for scientific research only.
The researcher: Tahani R. K. Bsharat.
Note: this questionnaire has two sections:
*Section one: the personal information, please put the mark (x) in the
suitable place.
*Section two: this section contains (24) items, please put the mark (x)
in the place suits your case.
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PANYONARA: Journal of English Education
Vol. 1, No. 1, March 2021
Section One:
The personal information
1- Gender:
1. Male
2. Female
2- Academic Qualification:
1.
3- Years of Experience
1. Bachelor or less
2. Master or more
1. 5 years or less
2. More than 5 years
31
Tahani R. K. Bsharat & Fariza Behak, The Influence of Social Media on Palestinians …
Section Two:
please put the mark (x) in the place suits your case.
No.
Paragraph
1-
Using social media by the
teacher affects the secondary
students English writing skill.
2-
English teacher has the
appropriate styles in using
social media to enhance the
secondary students English
writing proficiency .
3-
Mastering using social media by
the teacher contributes in
teaching secondary students
English writing skill.
4-
Using feedback by the teacher
through using social media
confirms teaching secondary
students English writing
proficiency.
5-
Using social media has a
positive impact on the
secondary students English
writing skill.
6-
English teacher encourages
using social media to support
secondary students English
writing skill.
7-
Social media helps to link
English language teacher with
secondary students at home.
8-
Secondary students tend to use
social media which affects
learning English writing skill.
9-
Using social media by
secondary students as a
modern way which have the
elements of excitement to
support their English writing
skills.
Agree
Strongly
agree
32
Neutral
Disagree
Strongly
disagree
PANYONARA: Journal of English Education
Vol. 1, No. 1, March 2021
10-
Low accumulative achievement
for secondary students English
writing affects using social
media.
11-
Social media motivates
secondary students interest to
use English writing skill.
12-
Secondary boys using social
media more than secondary
girls to support their English
writing skills.
13-
Social media enriches the
curriculum and stimulates
secondary students
for English writing in the most
effective and active way.
No.
Paragraph
14-
Linking the curriculum with
social media increases the
ability of secondary students
English writing.
15-
Curriculum has a positive effect
on secondary students English
dictation writing through using
social media.
16-
Curriculum does not support
using English language teachers
of social media in teaching their
secondary students English
writing skill.
17-
Curriculum affects positively in
using English language teachers
of social media for teaching
their secondary students
English writing skill.
18-
Curriculum gives secondary
students the chance to display
and edit their English writing
easily through using social
media.
Agree
Strongly
agree
33
Neutral
Disagree
Strongly
disagree
Tahani R. K. Bsharat & Fariza Behak, The Influence of Social Media on Palestinians …
19-
The comfortable classroom has
the major effect on secondary
students English writing skill
acquisition through using social
media.
20-
Ordering the classroom seats in
different ways has a positive
effect in learning secondary
students English writing skill
through using social media.
21-
The available equipment inside
the classroom has a great effect
in teaching English writing skill
through using social media to
secondary students.
22-
The place where secondary
student’s sits has a relationship
in their teaching English writing
skill through using social media.
23-
The number of secondary
students inside the classroom
has a major role in their ability
to learn English writing skill
through using social media.
24-
Secondary students use social
media as a tool to change the
classroom routine.
Thank you for your contribution
34