The Effect of Mobile Social Networking as a Supplementary Strategy on EFL Learners’ Writing Ability

Sedigheh Talakoub

doi:10.7575/aiac.ijalel.v.7n.2p.9

Abstract

The popularity of mobile learning and social networking sites has encouraged second language instructors to integrate these technologies into learners’ curriculum. In this study, the learners were supposed to practice in an online jigsaw writing as an extra-curricular activity. They used their imagination and creativity to depict their thoughts using their previous knowledge. The current research had both a qualitative and quantitative phases. From the quantitative perspective, the effectiveness of mobile social networking on EFL learners’ writing ability was examined statistically. In doing so, 60 EFL learners were divided into the experimental and control groups. The learners of the experimental group were also assigned into three virtual groups in which they could help each other to write a piece of writing on pre-determined topics during twelve sessions. Running the t-test indicated that the students in the experimental group could significantly outperform their counterparts in the post-test. Therefore, it could be claimed that mobile social networking as a supplementary strategy had positive effects on EFL learners’ writing ability. In the qualitative phase of the study, a semi-structured interview was conducted in order to explore learners’ attitudes and beliefs about the experiment they had. The responses to the semi-structured interview also revealed that the learners had positive attitudes towards this online supplementary technology-supported writing. The pedagogical implications of the study were discussed and further suggestions were put forward.

Highlights

Writing is a formal means of communicating which has been a labored skill for even most native people of a language to master (Faghih & Rahimpour, 2009)
The learners of the experimental group were assigned into three virtual groups in which they could help each other to write a piece of writing on pre-determined topics during twelve sessions
Running the t-test indicated that the students in the experimental group could significantly outperform their counterparts in the post-test

Summary

Introduction

Writing is a formal means of communicating which has been a labored skill for even most native people of a language to master (Faghih & Rahimpour, 2009). The difficulty in acquiring writing skill lies in generating and organizing ideas and in translating these ideas into a readable text (Richards & Renandya, 2002). Raimes (1983) declared that writing makes the learners experience a new way of learning. Learners use the knowledge of the language they have already gained; vocabulary and new and old information. Byrne (1979) believed that “The act of writing helps in strengthening the vocabulary and grammatical structures to which the learners have been exposed to” Learners use the knowledge of the language they have already gained; vocabulary and new and old information. Byrne (1979) believed that “The act of writing helps in strengthening the vocabulary and grammatical structures to which the learners have been exposed to” (p. 7)

Objectives

Results

Conclusion