SOCIAL NETWORKING SITES AND ENGLISH LANGUAGE LEARNING: JORDANIAN EFL LEARNERS’ PRACTICES AND EXPERIENCES

Jarrah Mohammad Al-Jarrah, Rania Hassan Talafhah, Tamer Mohammad Al-Jarrah

Abstract


The purpose of this qualitative study was to identify the EFL learners’ practices and understand their experiences with SNSs (social networking sites) as a tool for English language learning. The study was conducted in richer information and a deeper insight was gained through a qualitative case study. In the qualitative phase, 12 participants were purposefully selected and interviewed in order to explain further the statistical results, develop a rich descriptive picture of their lived experiences using social networking to improve their English language learning, and identify the factors and barriers that influence their practices. This study was guided by the following research question: How do these Facebook practices affect their language learning experiences? The results revealed that most participants felt comfortable using Facebook in English language learning. However, less than half of them used Facebook on a regular basis to learn English. In addition, they tended to read and observe discussions in English rather than participate in them or produce language output. The results also revealed that learners’ practices or behaviors in the SNS environment changed depending on certain factors, such as the context, audience, sense of belonging, self – confidence, and the learners’ needs and interests.

 

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social networking, EFL, cognitive, constructivism, self-confidence

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