Using social networking technologies to promote language socialisation: English as foreign language teachers' perceptions in Saudi Arabia

Khatmah Alanazi,Celia Thompson

doi:10.18844/gjflt.v9i3.4129

Abstract

Teachersâ€™ beliefs play a key role in their selection of language teaching methodologies; they affect teachersâ€™ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of â€˜language socialisationâ€™ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the potentially important role that SNTs could play in enhancing studentsâ€™ language learning and socialisation, their lack of first-hand classroom experience with SNTs reflected the fact that there was little access to and training in the use of these technologies. This lack of provision needs to be addressed as a matter of urgency to ensure that Saudi EFL teachers and their students are given an opportunity to engage critically with innovative technologies that may enhance the quality of their pedagogical experiences. Keywords: English as foreign language teachers in higher education in Saudi Arabia, English as a foreign language, language socialisation, social networking technologies

Highlights

Learning a foreign language (FL) is not about learning how to use grammatical forms: It entails learning about how meaning is socially structured
Q4 (Interaction between students) elicited positive reactions (92.86%). These results show that the teachers were aware of the importance of collaboration and interaction and understood their role in promoting language learning through debating, negotiating and exchanging of ideas, enabling students to put their learning into practice (Dooly, 2008; Swain, 2000)
Our study into English as a FL (EFL) teachers’ perceptions about language socialisation (LS) and how it can be promoted through social networking technologies (SNTs) in a Saudi HE context showed that there is strong support for this approach: Teachers generally believed that SNTs could offer a valuable means of fostering LS in EFL learning and teaching

Summary

Introduction

Learning a foreign language (FL) is not about learning how to use grammatical forms: It entails learning about how meaning is socially structured. In English as a FL (EFL) classrooms, the focus may often be on linguistic form rather than function, despite the fact that pedagogical trends support socially-mediated approaches to instruction over form-focused ‘drilling’ (Meskill & Rangelova, 2000; Spada, 2007). This more recent shift in awareness of the significant role played by language socialisation (LS) in language instruction has led to a greater understanding of how social networking technologies (SNTs) such as Facebook, Twitter and YouTube, may be used to enhance the EFL classroom experience. The study examined EFL teacher perceptions in relation to LS and the potential role of SNTs in achieving LS in the EFL classroom

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