Abstract
This research paper studies the impact of social media, specifically, Facebook and YouTube, on vocabulary acquisition of ESL learners. Using data collected from 30 students studying at the Department of English, IIUI, Islamabad and online responses from teachers with PhD in English, we strove to find out how learners are assisted by social media in vocabulary acquisition. It was discovered through the responses that the majority of teachers and students believe that vocabulary acquisition is improved through social media as it enhances the level of interest of students in second language learning. Overall, this study allows us to analyze the differences in the learning habits of ESL (English as Second Language) learners in a typical classroom environment using the new electronic media which is social media.
Highlights
We live in an age that is marked with the expansion of social media and its increasing importance in our personal and professional lives
ESL learners are more likely to face vocabulary learning issues because teachers are given a limited time for each language class and little attention is paid to vocabulary learning
If we look at the results, we infer that among ESL learners social networking sites are very popular
Summary
We live in an age that is marked with the expansion of social media and its increasing importance in our personal and professional lives. If a student wants additional help in studies, he or she may refer to social media websites like YouTube and Facebook. In this paper we shall analyze the role of two major social media websites, Facebook and YouTube, in the acquisition of English vocabulary by ESL learners while drawing upon Marconi Kamal's and Jenali Patel 's, Roblyer, McDaniel, Webb, Herman & Witty (2010) and Marshall McLuhan’s researches in this field. Facebook is a widely used web portal and an excellent forum all over the world that gives its users the freedom to bring their table talk about world issues online and discuss them with each other This has helped users to communicate and interact with each other in a more productive way. According to Dudeney & Hockly, “Technology offers new ways for practicing language and assessing performance” (Dudeney, 2009, p157)
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