LINGUISTICA ANTVERPIENSIA, 2021 Issue-1
www.hivt.be
ISSN: 0304-2294
39
LINGUISTICA ANTVERPIENSIA
scholars had identified these results (Kabilan, Ahmad, & Abidin, 2010; Hung & Yuen,
2010, Cahyono & Mutiaraningrum, 2016). This involves opening a fresh path to studying
techniques and styles, primarily in the areas of English language learning. With the usage
of SNSs, students would be able to transcend the classroom and social contact obstacles,
which will contribute to more learning experiences and improve engagement in face-to-
face classrooms. These findings are in agreement with (Alebaikan & Troudi 2010), the
researchers investigated students' attitudes to SNS technology by using high school stu-
dents' participation to build a supportive culture of learning and a safe atmosphere for im-
proving the self-efficacy and learning English via SNSs while monitoring their accounts.
There are several explanations to explain these findings. First, several researchers have
acknowledged that SNSs technology is used by young people to promote better feelings,
and to enhance their social lives. The observations also match the reports of previous stud-
ies (Lin & Lu, 2011). There is also several evidence that students use SNS technology to
positively impact universities and social learning effects (Lin & Lu, 2011; Nadkarni &
Hofmann, 2012). Second, the usage of SNSs remains restricted for particular purposes in
classrooms, such as debating class subjects with students, exchanging instructional oppor-
tunities, and responding to inquiries. The combination of e-learning or conventional classes
in controlled educational systems remains insufficient.
In language learning, social media, in particular, could play a key role mainly at the uni-
versity level. Shaul, (2014) describes language immersion as being significantly related to
language in order for learners to absorb the constructs of the language by practical usage.
This is in comparison to the idea of language learning where students are taught the lan-
guage and its mechanisms in the expectation that they understand what is given. The find-
ings provided by this study appear to confirm the idea that SNSs are better utilized than
conventional teaching and learning tools as a method for development. Nevertheless,
though, SNSs are considered as a tricky issue(Vivian et al. 2014). For international schools,
students must be equipped with the knowledge on how to use technology, as well as lan-
guage learning, to facilitate their learning and how to self-manage the lessons in these so-
cial settings. Also, language instructors ought to recognize what these SNSs support and
identify opportunities to optimize their advantages. This must be achieved with a close
understanding of the structured and informal study of languages (Alakrash et al. 2020).
Do'stlaringiz bilan baham: |