Table 1. Students’ demographic Information
LINGUISTICA ANTVERPIENSIA, 2021 Issue-1
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In regard to mobile phone activities, the following table shows that the students used five
common tasks. The activities were: surfing the internet (85%) chatting (79.1%), making
phone calls (46.8%), taking photos (38.7%).
Table.2 Activities done by students using technology
No
Often
Sometimes
Never
N
%
N
%
N
%
Making phone calls
0
0.0
112 47.0
92
39.1
Chatting
1
0.4
41 17.4
186 79.1
Taking photos
15 8.6
95 40.7
90
37.6
Surfing the internet
88 38.1
99 42.1
50
21.3
Sending/checking e-
mail
170 70.0
10 5.0
20
10.0
Descriptive Analysis:
Descriptive statistics including means, standard deviations, Alpha ranges, skewness, and
kurtosis for measurement variables in the research model were analyzed. As table 3 illus-
trates, values for the Cronbach’s alpha varied from 0.58 to 0.89, signifying that participants’
responses to the items underneath each of the subscales enjoyed a relatively high internal
consistency. Moreover, values from skewness and kurtosis tests respectively ranged from
_0.75 to _0.30, and from _0.25 to 3.8 suggesting that the mentioned variables had a suffi-
ciently normal distribution. The results of descriptive analysis are provided in the following
table:
Table 3. Descriptive analysis
No Variable
Min Max SD Al-
pha
Skew-
ness
Kurto-
sis
1 Attitude
1.15 4.25 0.58 0.82 _0.75
0.65
2 Digital
literacy
skills
2.10 4.90 0.53 0.89 _0.38
0.61
3 Use SNSs for
learning purposes
1.55 4.80 0.36 0.78 _0.30
3.8
4 Skills improved us-
ing SNSs
1.00 4.83 0.82 0.89 0.54
_0.25
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Types of Social Network Sites
The students highly used specific platforms such as Facebook YouTube WhatsApp and FB
messenger with percentages of (4.60, 4.50, 4.45, 4.20) respectively. The extensive use of
these platforms could be attributed to the familiarity of utilizing these platforms as they
used them for personal purposes. Moreover, easy access via the internet through their ICT
gadgets. The duration the students spend on the internet, as the findings showed, is aston-
ishing. The students accessed the internet daily were (75%) and (33.8%) of the respondents
check the internet five times a day. Moreover, from the data, students used the internet for
a long time each day 40% of them utilize the internet for 3-4 hours per day. Thus. The
students’ attitudes towards using these platforms are noticeable since the general weighted
mean was 3.5 as “often” description of frequency. These results imply that these online
platforms aid students to access online materials and resources, and communicate easily
with other people. However, they mostly use the Internet facility for personal purposed not
for the language self-study.
Table 4. Types of SNSs used by students
Social Network Site
Mean
Description
Facebook
4.60
Always
Twitter
3.80
Often
WhatsApp
4.45
Always
Instagram
2.74
Sometimes
Skype
2.07
Seldom
FB messenger
4.20
Always
YouTube
4.50
Always
Zoom
1.94
Seldom
General Weighted Mean
3.5
Often
Attitude
The results show that majority of the students (m=4.70) preferred the use of SNSs to en-
hance their speaking, reading, writing, and listening skills, also, the students (m=4.6) liked
to study the English language through online learning websites. Moreover, students (m=4.5)
believed that SNSs are valuable tools for their learning process, and majority of the students
(m=4.4) believed that multimedia (i.e., computers and YouTube) can be an excellent
method to learn the English language. additionally, students were excited to use SNSs in
learning the English language, the students acknowledged that SNSs change their learning
styles (m=4.1), and (m=4.0) of the students feel comfortable using SNSs as learning tool.
The total mean of the items (m=3.7) indicates that students have high level of attitudes
towards using SNSs in learning English language.