How to Use Twitter for English Language Learning: A Grounded Theory Study By:Amal Al-Sagoor
st /1
Year PhD candidate Email:
[email protected]
This poster presentation illustrates the importance of using Twitter as an additional educational tool in Saudi Arabia Why twitter ? 2nd place globally in active users' Twitter
Only 40% of Saudi Arabians don’t use Twitter
Twitter in education :an emerging issue .
There is a conflict in Twitter use: even though Twitter has a positive effect on students’ achievement, students display resistance towards using it (Agherdien, 2011; DeGroot, Young, & VanSlette, 2015; Elavsky, Mislan, & Elavsky, 2011; Lin, Hoffman, & Borengasser, 2013) Twitter in English Language Learning There are very few studies that examined the effects of Twitter on Language learning. When we come to the use of Twitter in Language learning, there is no one unifying Theory. There are three areas to look at: Adult –Technology and Language learning.
Research Aims 1. Exploring the factors that encourage Saudi language learners to use Twitter in order to improve their language and increase engagement. 2. Identifying the relationships between the factors that affect how Saudi Students can learn a second language with the help of Twitter.
Similarly (Levy & Stockwell, 2006) criticise the researchers of the field of computer assisted language learning (CALL) of being directed to by external theorists neglecting the unique qualities of Language learning.
Research Questions: 1. How do Saudi University second language learners experience Twitter as an engagement tool? 2. How do Saudi University second language learners experience Twitter as a language learning tool? Methodology This study aims to address the gap identified in the literature review, that is, to develop a new explanatory framework in order to understand the research question under investigation (Strauss & Corbin, 1994). Interviews/Memo writing/Observation of learning (ie. Of Twitter accounts) This study will take place in higher education institutions in the United Kingdom. Since the launch of King Abdullah scholarship programme KASP in 2005, there are more than 14,000 Saudi students in higher education institutions overseas, which illustrates how the Saudi Education Ministry seeks to improve students’ English language.
Original Contribution It will add substantive theory in an area where limited theory presently exists. This study will provide a unique insight into how Saudi student use and experience Twitter for Language Learning. The theory will lead to an understanding and explanation of the factors that shape second language learning.
References: Levy, M., & Stockwell, G. (2006). Computer-mediated communication. CALL dimensions: Options and issues in Computer-assisted language learning, 84-109. Strauss, A., & Corbin, J. (1994). Grounded theory methodology. Handbook of qualitative research, 273-285.
