Uso de Redes Sociales Entre Estudiantes de Inglés en la Escuela Primaria

  • Pavitthra Arulchelvan Universiti Kebangsaan Malaysia – MALAYSIA
  • Melor Md Yunus Universiti Kebangsaan Malaysia – MALAYSIA
  • Ashairi Suliman Universiti Kebangsaan Malaysia – MALAYSIA
Palabras clave: TIC, redes sociales, aula de inglés, alumnos de primaria, YouTube.

Resumen

Las redes sociales se han convertido en un cambio de juego entre los alumnos de primaria, adhiriéndose a la transformación e integración de las TIC en la educación. Las redes sociales como parte de la rutina de la vida diaria de los alumnos se utilizan ampliamente dentro y fuera de las aulas de inglés. Además del propósito educativo, utilizan activamente las redes sociales para la interacción, la diversión y el entretenimiento. Por lo tanto, esta encuesta explora el uso de las redes sociales por parte de 20 alumnos de primaria a las edades de 10 y 11 años en las aulas de inglés en el distrito de Cameron Highlands, Pahang, Malasia. Los encuestados respondieron los cuestionarios de la encuesta y las preguntas abiertas. Los datos recopilados revelaron que los alumnos de 4 y 5 principales utilizaron YouTube como su principal plataforma de medios sociales para el aprendizaje de idiomas, la comunicación, el desarrollo de habilidades y el conocimiento. También infundieron las redes sociales para mejorar sus habilidades en el idioma inglés. Por lo tanto, las redes sociales están siendo una de las principales opciones de herramientas de aprendizaje de idiomas entre los alumnos de primaria para mantenerse actualizados con los últimos conocimientos y habilidades en el desempeño del mundo de la educación siempre desafiante.

Descargas

La descarga de datos todavía no está disponible.

##plugins.generic.paperbuzz.metrics##

Cargando métricas ...

Biografía del autor/a

Pavitthra Arulchelvan, Universiti Kebangsaan Malaysia – MALAYSIA

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia.

Melor Md Yunus, Universiti Kebangsaan Malaysia – MALAYSIA

Corresponding author.  Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia.

Ashairi Suliman, Universiti Kebangsaan Malaysia – MALAYSIA

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia.

Citas

Abdurahman, Z.A., Hassan, R.A., Sayuti, N.M., & Abdullah, J. (2016). Social Network and Students: The Correlation Between Usage on Academic Performance and Non-academic Engagement. Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS).

Bailey, D. (2019). Social Networking for Language Learning Participation in Relation to Task Value and L2 Writing Anxiety. CALL-EJ, 20(1), 1-18.

Bakar, S., Aminullah, R., Nirlawati J., Sahidol, M., Harun, N. I., & Razali, A. (2018). Using YouTube to Encourage English Learning in ESL Classrooms. Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS).

Bal, E., & Bicen, H. (2017). The purpose of students’ social media use and determining their perspectives on education. Procedia Computer Science 120, 177-181.

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

Chen, M. (2019). Children and families in the digital age: learning together in a media saturated world. Journal of Children and Media, 13, 228-231.

Chintalapati, N., & Daruri, V.S.K. (2016). Examining the Use of YouTube as a Learning resource in higher education: Scale development and Validation of TAM model. Telematics and Informatics.

Crick, M. (2019). The New Jersey YouTube Experience Survey: New Research and Observations. Security & Forensics Book Chapter IGI Global.

Domingo, M.G., & Gargante, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56, 21-28.

Ghorbani, M.R., & Golparvar, S.E. (2019). Modelling the relationship between socioeconomic status, self-initiated, technology-enhanced language learning, and language outcome. Computer Assisted Language Learning, 1-21.

Greenhow, C., & Lewin, C. (2015). Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media & Technology, 41.

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

Kabooha, R., & Elyas, T. (2015). The impacts of using YouTube videos on learning vocabulary in Saudi EFL Classrooms. ICERI Conference, Spain, 3525-3531.

Karadkar, A. (2015). The impact of social media on student life. technicianonline.com, Sep.

Kaushik, T., Singhal, S., Mandan, J., & Sharma, K. (2018). Social Networking Analysis: A case study in Tools. International Journal of Engineering and Advanced Technology (IJEAT), 8(2), 52-57.

Lange, P.G. (2016). Kids on YouTube. Technical Identities and Digital Literacies, Sep.

Lenkaitis, C. A. (2019). Technology as a mediating tool: video conferencing, L2 learning, and learner autonomy, Computer Assisted Language Learning, 1-27.

Leonardi, P.M. (2014). Social Media, Knowledge Sharing, and Innovation: Toward a Theory of Communication Visibility. Information Systems Research, 25, 796–816.

Li, V. (2017). Social Media in English Language Teaching and Learning. International Journal of Learning and Teaching, 3, 148-153

Orus, C., Barles, M. J., Belanche, D., Casalo, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269.

Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Cambridge University Press, 52(1), 1–39.

Roopchund, R., Ramesh, V., & Jaunky, V. (2019). Use of Social Media for Improving Student Engagement at Université des Mascareignes (UDM). Information Systems Design and Intelligent Applications.

Snelson, C. (2016). YouTube in the Classroom: A Scoping Review of the Research Literature. Proceedings of EdMedia 2016--World Conference on Educational Media and Technology, 1661-1666.

Statista. (2019). Global social media ranking 2019. www.statista.com.

Suana, W., Distrik, I W., Herlina, K., Maharta, N., & Putri, N. M. A. A. (2019). Supporting Blended Learning Using Mobile Instant Messaging Application: Its Effectiveness and Limitations. International Journal of Instruction, 12(1), 1011-1024.

Suswati, R., & Saleh, S. (2019). The Use of Social Media in Designing the Writing Assessment for EFL Students. Journal of ELT Research, 4(1), 26-34.

Szeto, E., Cheng, A.Y.N., & Hong, J.C. (2016). Learning with Social Media: How do Preservice Teachers Integrate YouTube and Social Media in Teaching? Asia-Pacific Edu Res, 25, 35–44.

Thang, S.M., Lee, K.W., Murugaiah, P., Jaafar, N.M., Tan, C.K., & Bukhari, N.I.A. (2016). ICT Tools Patterns of Use among Malaysian ESL Undergraduates. Journal of Language Studies, 16(1), 49-65.

Wang, H.C., & Chen, C.W. (2019). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in language Learning and Teaching”.

Yeop, M. A., Yaakob, M. F. M., Wong, K. T., Don, Y., & Zain, F. M. (2019). Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour. International Journal of Instruction, 12(1), 767-782.

Yunus, M. M., Salehi, H., Amini, M. Shojaee, M., & Fei, W. Y. (2016). Activities and Suggestions for Using Social Networking in Teaching Esl Writing. Journal of Theoretical and Applied Information Technology, 84(2).

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, 6(1).

Yunus, M.M., Salehi, H., & Chenzi, C. (2012). Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses. Canadian Center of Science and Education, 5(8), 42 -48.

Publicado
2019-09-30
Cómo citar
Arulchelvan, P., Md Yunus, M., & Suliman, A. (2019). Uso de Redes Sociales Entre Estudiantes de Inglés en la Escuela Primaria. Religación, 4(19), 221-227. Recuperado a partir de https://revista.religacion.com/index.php/religacion/article/view/460