Effect of Facebook Closed-Group Usage on English Language Learning: The Case of English LMD Students at Djilali Liabès University
| المصدر: | مجلة جسور المعرفة |
|---|---|
| الناشر: | جامعة حسيبة بن بو علي الشلف - مخبر تعليمية اللغات وتحليل الخطاب |
| المؤلف الرئيسي: | Salem, Rahma (Author) |
| مؤلفين آخرين: | Boulenouar, Mohamed Yamine (Co-Author) |
| المجلد/العدد: | مج7, ع3 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2021
|
| الشهر: | سبتمبر |
| الصفحات: | 581 - 593 |
| DOI: |
10.35645/1711-007-003-041 |
| ISSN: |
2437-086X |
| رقم MD: | 1198503 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Facebook-Closed Group | English Language Learning | EFL Learning
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
Social networking has become a vital tool for a university student. As a means of communication, students share tremendous information, pictures, videos, and searching portfolios. Facebook closed-group is the most used instrument among the university students. They create and use Facebook closed-group as virtual space for satisfying different educational needs and purposes. Besides dealing with social affairs, the students also post and share content relevant to their English studies. The aim of this research is to find out the strength of relationship between the use of Facebook closed-group among students for academic purposes and their English language learning achievement. A total of 156 students, majoring in English as a foreign language at Djilali Liabès University participated in this study. Based on related studies, the researcher designed a 5-likert scale questionnaire as a tool of data collection. The data was analyzed through the statistical methods of Pearson's correlation coefficient using Statistical Package for the Social Sciences Software version 19 to find out the correlation between variables. The result shows that the use of Facebook closed-group for educational purposes has positive significant effect on students’ English language learning achievement regardless the classroom setting. |
|---|---|
| ISSN: |
2437-086X |
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