El uso de las redes sociales para ayudar a las habilidades de escritura entre estudiantes de primaria chinos

  • Melor Md Yunus Universiti Kebangsaan Malaysia (UKM)
  • Nurul Syifa Abdul Rahman Universiti Kebangsaan Malaysia (UKM)
  • Ashairi Suliman Universiti Kebangsaan Malaysia (UKM)
Palabras clave: Gen Z, medios sociales, habilidades de escritura, aprendizaje de ESL.

Resumen

El uso de las redes sociales como Youtube, WeChat, Whatsapp e Instagram es indiscutible y prevalece entre la generación Z (Gen Z). La Generación Z ha estado utilizando mucho las TIC e Internet, lo que las ha convertido en una fuente completa de nativos digitales. Sin embargo, existen estudios pasados ​​limitados realizados sobre la influencia de las redes sociales en la adquisición y el uso del idioma inglés en un contexto virtual, especialmente en la habilidad de escritura entre la generación Gen Z. Por lo tanto, este documento tiene como objetivo identificar la percepción de los estudiantes sobre el uso de las redes sociales para ayudar a sus habilidades de escritura. Se realizó una encuesta y se distribuyó un conjunto de cuestionarios entre 45 estudiantes primarios de Year 4 en una escuela primaria vernácula china en Jempol, Negeri Sembilan. Los datos recopilados fueron analizados y reportados en tablas usando frecuencias y porcentajes. Los resultados mostraron que los estudiantes tienen una percepción positiva y negativa sobre el uso de las redes sociales para ayudar a las habilidades de escritura.

Descargas

La descarga de datos todavía no está disponible.

Citas

Chandran, Y., Plaindaren, C., J., Pavadai S., & Yunus, M.M. (2019). Collaborative Writing: An Interactive of Snack Bars and Hi-Five Fingers via Social Media. Creative Education, 10. 475-484.

Cohen, M. A., James, N., & Mihailidis, P. (2013). Exploring curation as a core competency in digital and media literacy education.

Dehghan, F., Rezvani, R., & Fazeli, S. (2017). Social networks and their effectiveness in learning foreign language vocabulary: A comparative study using WhatsApp. CALL-EJ, 18(2), 1-13.

Dahlström, H. (2019). Digital writing tools from the student perspective. Education and Information Technologies, 24(2), 1563-1581.

Falciola, M. C, Arriaga, C. Benedetti, L and Coscia, M. (2014). Developing autonomy and improving writing through the use of ICT in an English for Science and Engineering Course: Activities, challenges faced and lessons learned. Journal of the IATEFL ESP SIG, 12-18.

Hashim, H., Yunus, M. M., Ibrahim, N. S., Jeri, E.I., Sukr A.M., Ilahi S.N., Hassim, A.M. (2018). Social Media and Its Impact on Students’ Writing Skills. International Journal of Engineering & Technology, 7(4), 102-106.

Humanante-Ramos, P. R., García-Peñalvo, F. J., & Conde-González, M. Á. (2017). Electronic devices and web 2.0 tools: usage trends in engineering students. International Journal of Engineering Education (IJEE), 33(2B), 790-796.

Ien, L. K., Yunus, M. M., & Embi, M. A. (2017). Build me up: Overcoming writing problems among pupils in a rural primary school in Belaga, Sarawak, Malaysia. Jurnal Pendidikan Humaniora, 5(1), 1-7.

Krashen, S. (1982). Principles and practice in second language acquisition.

Krish, P., Vikneswaran, T., & Hussin, S. (2014). Exploiting blogs in the ESL classroom. VOL. 22 (S) FEB. 2014, 97.

Kleinschmit, M. (2019). Generation Z Characteristics: 5 Infographics on the Gen Z Lifestyle. [Online], unpublished. https://www.visioncritical.com/resources/guide-to-customer-intelligence

Leng C. (2019). Social media in Malaysia. New Straits Times.

Lin, G. H. C. (2008). Pedagogies Proving Krashen's Theory of Affective Filter. Online Submission.

Loschky, L. (1994). Comprehensible input and second language acquisition: What is the relationship?. Studies in second language acquisition, 16(3), 303-323.

McKinsey (2018). ‘True Gen’: Generation Z and its implications for companies. [Online], unpublished. https://www.mckinsey.com/industries/consumer-packaged-goods/our-insights/true-gen-generation-z-and-its-implications-for-companies

Myles, F., & Mitchell, R. (2014). Second language learning theories. Routledge.

Ni, H. (2012). The effects of affective factors in SLA and pedagogical implications. Theory & Practice in Language Studies, 2(7).

Norazmi, D., Dwee, C. Y., Suzilla, J., & Nurzarina, A. S. (2017). Exploring student engagement in writing using the flipped classroom approach. Pertanika Journal of Social Sciences and Humanities, 25(2), 663-674.

Shafaei, A. (2012). Computer assisted learning: a helpful approach in learning English. Frontiers of language and teaching, 3, 108-115.

Smith, B. E., Pacheco, M. B., & de Almeida, C. R. (2017). Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages. Journal of Second Language Writing, 36, 6-22.

Soleimani, E., Ismail, K., & Mustaffa, R. (2014). The acceptance of mobile assisted language learning (MALL) among post graduate ESL students in UKM. Procedia-Social and Behavioral Sciences, 118, 457-462.

Turner, A. (2015). Generation Z: Technology and social interest. The Journal of Individual Psychology, 71(2), 103-113.

Williams, A. (2015). Move over, millennials, here comes Generation Z. The New York Times, 18.

Yadav, G. P., & Rai, J. (2017). The Generation Z and their social media usage: A review and a research outline. Global Journal of Enterprise Information System, 9(2), 110-116.

Yunus, M. M., & Chien, C. H. (2016). The use of mind mapping strategy in Malaysian university English test (MUET) Writing. Creative Education, 7(04), 619.

Yunus, M. M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: Students’ perceptions. International Journal of Education and Information Technologies, 1(6), 87-96.

Zafar, M. (2009). Monitoring the 'monitor': A critique of Krashen's five hypotheses. Dhaka University Journal of Linguistics, 2(4), 139-146.

Publicado
2019-09-30
Cómo citar
Melor Md Yunus, Nurul Syifa Abdul Rahman, & Ashairi Suliman. (2019). El uso de las redes sociales para ayudar a las habilidades de escritura entre estudiantes de primaria chinos. Religación. Revista De Ciencias Sociales Y Humanidades, 4(19), 267-274. Recuperado a partir de http://revista.religacion.com/index.php/about/article/view/536