LINGUISTICA ANTVERPIENSIA, 2021 Issue-1
www.hivt.be
ISSN: 0304-2294
27
LINGUISTICA ANTVERPIENSIA
the convenient teaching and learning styles (Hsu, 2016; Zandi, Thang, & Krish, 2014). E-
learning, has been getting high interest as modern learning and teaching style and is one
of the most significant educating strategies (Rafiee & Abbasian-Naghneh 2019). The defi-
nition of E-learning as stated by Hirata (2018) is the application of digital technologies in
the educational settings. One key factor in assuring the success students’ usage of digital
technologies in learning is ensuring that students have positive attitudes and are equipped
with digital literacy skills (Payton & Hague, 2010; Gilakjani & Leong, 2012; Erstad, 2015).
That is the reason why the two new concepts of e-learning attitudes and skills became
primary and important measures of success of learning process using digital technologies.
Digital literacy skills can be defined as the ability to use e-learning resources and multi-
media technologies to enhance learning quality (Almobarraz, 2020, Razak, Alakrash, &
Sahboun, 2018)
The use of technology in the classroom is one of the important concerns that slowly inte-
grates into advancing the education system in all levels starting from preliminary level to
the tertiary level of education. This integration can be seen from the implementation of
technical aspects in terms of the use of knowledge transfer such as Social networks sites
(SNSs). However, mutual understanding is pertinent in establishing good rapport among
students as well as their relationships with teachers or educators in terms of embracing this
integration of technology in the classroom and outside the classroom. Redesigning the
classroom by integrating the technology of the fourth industrial revolution (4IR) in learning
and teaching process is highly dependent on students’ skills and attitudes as well as their
willingness and motivation. Several studies have investigated the use of SNSs in terms of
impact and effectiveness in the global context like in Japan (Abrahim et al. 2018), in Korea
(Won & Kim 2018), but there is no study on the use of SNSs in the context of Arab EFL
students. However, the literature has focused on one type of SNSs in developing English
language skills like using the Facebook to develop writing skill (Fithriani et al., 2019),
pronunciation (Xodabande 2017), but there is a scarcity of studies investigated on all the
English language skills in one study. This current research will fill the gap in the literature.
To this end, the study aims to investigate EFL students’ attitudes, digital literacy skills in
using SNSs, for learning purposes and language skills improved, and to investigate the
relationship between attitude, digital literacy skills and technology usage.
Two hypotheses are formulated to carry out the study:
1. Attitude has a significance relationship with students’ usage of SNSs for learning pur-
poses
2. Digital literacy skills have a significance relationship with students use of SNSs for
learning purposes
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