Thesis
Using social media to provide engaged time on task for English language learners (ELLs)
Washington State University
Master of Arts (MA), Washington State University
2015
Handle:
https://hdl.handle.net/2376/101544
Abstract
The process of learning a new language is not constrained to within classroom walls or inside books; it is a daily practice for learners of English language learners (ELLs). However, even in the U.S. many ELLs face difficulties in practicing that new language because many of them live in non-English speaking households and often socialize with friends who also speak the same native language. Therefore, these ELLs may not be spending enough time on task with the new language to support their language proficiency. The purpose of this study was to integrate Web 2.0 technologies such as Facebook in ESL classroom to enhance English Language Learners (ELLs) skills (e.g., reading, writing, speaking) and engage them when they learn the English language. The increased use of Web 2.0 tools could offer ELLs an additional way to engage ELLs by spending more time interacting in English (Dahlstrom, de Boor, Grunwald, & Vockley, 2011). This paper explores the use of social media to encourage ELLs to spend time on task. This is an exploratory qualitative study looked at the use of social media in the form of Facebook to explore whether it provided engaged time on task for students. This study collected data from multiple sources such as background Survey, progress questionnaires, semi-structured interview, Facebook artifacts, and Reflections allowing for triangulation the data. Findings indicating that spending time on task allowed many of the ELL students to be successful at communicating and interacting with their peers and teachers. They were also able to improve the quality and the number of their posts by spending more time producing Facebook artifacts. Private message use helped some of the EEL students to interact frequently with their peers and teachers. It appears that ELL students had both positive and negative experiences and perceptions about Facebook use in learning the language, with a few more students on the positive side.
Metrics
Details
- Title
- Using social media to provide engaged time on task for English language learners (ELLs)
- Creators
- Sarah Ali Bin Hossan
- Contributors
- Joy Egbert (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Teaching and Learning, Department of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; [Pullman, Washington] :
- Identifiers
- 99900525128101842
- Language
- English
- Resource Type
- Thesis