Thinking Big on SMALL: Social Media-
Assisted Language Learning
Paper presented at ThaiTESOL International Conference,
Pullman Raja Orchid, Khon Kaen, Thailand.
Mr. Chuah Kee Man
Email: kmchuah@cls.unimas.my )
Centre for Language Studies, Universiti Malaysia Sarawak

ICT in ELT
 The proliferation of ICT (Web 2.0 in particular)
has created a surge of massive user
participations in virtual communities (Kop,
2011; Schutt & Menegon, 2009).
 There is Citation
Scholarly a need to capitalise on this for
language learning (especially in ESL and CALL
context).
 Many studies indicate that Internet use
increases language use and acquisition of
second language (Kasanga, 1996; Warschauer,
2010).
Page  2

ICT in ELT
 The Internet motivates learners to use English
in their daily lives and provides functional
communicative experiences (LeLoup &
Ponterio, 1997; Means et al., 2009).
 Oxford (2009) stated
Scholarly Citation how the Net Generation
rely more on the web-based tools than the
teachers in the language learning process.
 Social media tools are gaining huge popularity
and several studies have found its benefits in
promoting language learning (Thorne, Black &
Sykes, 2009).
Page  3

Social Media
Social media in brief:
"a group of Internet-based
applications that build on the
ideological and technological
Scholarly Citation
foundations of Web 2.0, which
allows the creation and
exchange of user-generated
content."
(Kaplan & Haenlein, 2010)
Page  4

Social Media in ELT
 Social-Media Assisted Language Learning
(SMALL) – capitalises on the use of social
media tools in enhancing English language
teaching & learning.
 Studies Citation
Scholarly pertaining to the use of social media
tools in English language teaching and learning
are still in its infancy.
 Largely focused on the use of a single social
media tool, often in an isolated manner. (e.g.
the use of Facebook for online discussion).
Page  5

Social Media Integration in ELT: The Framework
The integration is derived from Connectivism principles
(Siemens & Downes, 2008)
- Collective intelligence Social Media Tools
- the importance of network
• Relevant to
- knowledge rests in diversity
teaching content.
of opinions
• Supplementary to
face-to-face
Collaborative instructions
e-learning Platform
• Allow user
participations in a
more contronlled
manner
Page  6

The Study
 Involved a total of 102 ESL undergraduates from
an English remedial course.

The participants engaged in the online activities
provided via the university’s e-learning portal.
Within the portal, several social media tools
Scholarly Citation
(Wiki, Facebook discussion, Twitter and
YouTube) were integrated.
 The participants’ activities on the e-learning
platform were observed and recorded
qualitatively.
 At the end of the tenth week, students were
required to fill in a survey form.
Page  7

The Study
 Studies pertaining to the use of social media
tools in English language teaching and learning
are still in its infancy.

Largely focused on the use of a single social
Scholarly Citation an isolated manner. (e.g.
media tool, often in
the use of Facebook for online discussion).
 There is a need to check how these tools can
benefit the students in a more integrated-
manner.
Page  8

Findings
 Participants’ General Views on the Online Learning Platform
Items 1 & 2
 Though majority of them agreed,
there are quite a significant
number of the participants who
disagree.
 Perhaps due to their concern on
“formality” and the fact that most
of the course lectures are
delivered via face-to-face
interaction.
Page  9

Findings
 Participants’ General Views on the Online Learning Platform
Items 3-6
 Items 3-6 rated very
highly (more than
50%)
 Students had very
positive views on the
learning platform.
Page  10

Findings
 Participants’ Perceived Usefulness of the Social Media
 YouTube (Item 1 – I viewed the YouTube videos to improve my
speaking skills)
60% of the participants thought YouTube
Videos helped improve their speaking skills
Page  11

Findings
 Participants’ Perceived Usefulness of the Social Media
 YouTube (Item 2 – I used the YouTube videos as a resource to
learn grammar)
39% of the participants used YouTube videos
as a resource to learn grammar. (51% did not).
Page  12

Findings
 Participants’ Perceived Usefulness of the Social Media
 YouTube (Item 3 – I viewed the YouTube video to improve my
writing skills)
32% of the participants used YouTube video
to improve their writing skills. (59% did not).
Page  13

Findings
 Participants’ Perceived Usefulness of the Social Media
 Twitter (Item 1 – I followed the Twitter feeds to learn vocabulary)
52% of the participants followed the Twitter
feeds to learn vocabulary. (40% disagreed).
Page  14

Findings
 Participants’ Perceived Usefulness of the Social Media
 Twitter (Item 2 – I followed the Twitter feeds to get latest course
info)
43% of the participants followed the Twitter
feeds to get latest course info. (55% disagreed).
Page  15

Findings
 Participants’ Perceived Usefulness of the Social Media
 Twitter (Item 3 – I followed the Twitter feeds to get tips on
grammar)
45% of the participants followed the Twitter
feeds to get tips on grammar. (48% disagreed).
Page  16

Findings
 Participants’ Perceived Usefulness of the Social Media
 Wiki (Item 1 – I collaborated with my peers in completing a Wiki)
49% of the participants collaborated with their
peers in completing a Wiki. (37% disagreed).
Page  17

Findings
 Participants’ Perceived Usefulness of the Social Media
 Wiki (Item 2 – I participated in the Wiki activities to improve my
writing)
63% of the participants claimed they participated
in the Wiki activities to improve their writing.
(27% disagreed).
Page  18

Findings
 Participants’ Perceived Usefulness of the Social Media
 Wiki (Item 3 – I contributed more via the Wiki activities than in
class)
51% of the participants claimed they contributed
more in Wiki activities. (38% disagreed).
Page  19

Findings
 Participants’ Perceived Usefulness of the Social Media
 Facebook Discussion (Item 1 – I participated in the discussion
actively)
72% of the participants claimed they participated in
the Facebook discussion actively. (25% disagreed).
Page  20

Findings
 Participants’ Perceived Usefulness of the Social Media
 Facebook Discussion (Item 2 – I enjoyed discussing with friends
online)
57% of the participants claimed they enjoyed
discussing with friends online. (34% disagreed).
Page  21

Findings
 Participants’ Perceived Usefulness of the Social Media
 Facebook Discussion (Item 3 – I took the opportunity to write
more in the forum)
53% of the participants claimed they took
the opportunity to write more. (35% disagreed).
Page  22

Findings
 Summary of Findings
YouTube was primarily used to practise speaking
Skills (pronunciation and sentence patterns)
Twitter feeds were followed mainly to learn new
vocabulary.
Wiki activities encouraged students to write
collaboratively. – Students tend to write more.
Students enjoyed sharing ideas and opiion in the
Facebook discussion. Learn grammar & vocabulary.
Page  23

Findings
 Based on the findings, the noted affordances and constraints of
social media tools in ELT are:
Affordances Constraints
 Facilitate open and collective  Can be “overwhelming” and
sharing of information. unmanageable.
 Encourage participations  Internet accessibility and
(not only the good ones) reliability (good connection)
 Rapid dissemination of  Can be a threat to correct
content and information. grammar due to the nature of
 Giving learners the context the tool (e.g. Twitter,
to use the language. Facebook)
Page  24

Recommendations
 How to Maximise The Potentials of Social Media
Tools in ELT
o Proper Integration: The tools must be integrated in
an appropriate platform to allow better management.
o Establish relevance: Provide context for the use of
each social medial tool and not merely using it.
o Define clear expectations for participations:
encourage students’ participations by stating what
they are expected to do. E.g. responding to the forum
twice a week or no “SMS language” allowed.
o Acknowledge contributions: use back students’
responses in the social media to motivate them.
Page  25

Conclusions
 This study has shown students positive views on
the use of social media tools for English language
learning in a collaborative environment.
 It has also outlined the affordances and constraints
of using social media tools for English language
learning.
 Several recommendations to maximise the use of
such tools are also given.
 Further studies can be done by looking into
students performance/achievement.
Page  26

Thank you.
Questions? Feedback?
kmchuah@cls.unimas.my