Abstract
The objective of the present study was to investigate the effect of Facebook use on writing achievement, writing attitude, writing anxiety and writing self-efficacy of the students in the written expression course. In the study, pre-test post-test quasi-experimental design with study and control groups was used. The experimental group included 96 students attending Psychological Counseling and Guidance Department in the Faculty of Education in a state university located in western Turkey during 2017-2018 academic year fall semester. In the study, the written expression course was instructed with written homework assignments in the control group and by sharing the written assignments on Facebook in the experimental group. The study findings demonstrated that Facebook use produced better results in terms of writing achievements and attitudes when compared to the conventional method, however the impact was not significant in terms of writing self-efficacy and writing anxiety.
Highlights
The writing skill, which is among the expressive language skills, is related to social functions where individuals express their feelings, knowledge and ideas to each other
It can be suggested that the writing achievement decreased at the end of the process in the control group
The attitudes in the control group changed in the negative direction, while the writing attitudes in the experimental group remained unchanged
Summary
The writing skill, which is among the expressive language skills, is related to social functions where individuals express their feelings, knowledge and ideas to each other. Because, learning is a process that requires the acquisition of affective skills as well as cognitive skills In this process, students' attitudes towards written expression, self-efficacy perceptions and writing anxiety can be considered as the factors that could affect achievement. Arıcı [3] stated that students were not very happy when they were asked to write an essay independent of their level of education, which could suggest that students usually do not like writing activities. This finding could reflect students’ writing attitudes and negative in general. Karatay [4] stated that the negative experiences of the students in writing and inadequate feedback they receive in these activities lead to a negative attitude against writing in time
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: 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.
