Abstract
This article reports an analysis of secondary students' experiences of using social media for learning English. It employed qualitative interpretative research design and taken online semi-structured interviews with the participants and their classes were observed to obtain qualitative information. The findings reveal that how social media helps secondary students for learning English formally inside the classroom and informally out of the classroom providing extra resources of English to improve listening, speaking, reading and writing skills. This study also examines the experiences of secondary teachers of English about using social media in the classroom. It reports on social media empowered the teachers of English by accessing various information on technique of teaching English and course contain. It further shows social media enabled secondary students and teachers to create collaborative learning environment to co-construct the knowledge. However, this study also reports on some of the teachers and students were unable to use social media regularly in their homes due to lack of electricity and internet access and proper devices. This study provides better understanding that use of social media can support learning English effectively in the future.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Research in Education and Science
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.