Secondary School Students’ Perceptions on the Use of Google+ towards Improving ESL Writing Skills
DOI:
https://doi.org/10.3991/ijet.v13i09.8479Keywords:
perceptions, Google , Web 2.0, Writing Skills, English as Second Language (ESL), secondary school studentsAbstract
The use of social media in teaching has also revolutionized the way learning takes place. At higher education levels, measures have already been taken in incorporating the use of social media for learning purposes especially in the teaching of language. However, at secondary school levels, educators are still having doubts about using social media due to multiple issues. Thus, this study was conducted to investigate the perceptions of secondary school students and a teacher in Malaysia on the use of Google+ towards the teaching of ESL writing skills. A case study method was adopted to carry out this research. 12 students from a class of form four secondary school students volunteered to participate in this study. Data were collected through focus group interview on the students and an individual interview with the class teacher and field notes. The overall findings of the study are that participants had positive perceptions on the usage of Google+ towards ESL writing. They gained a number of benefits, which include: having enjoyable and attentive lessons through the interactive features of Google+, as well as engaging themselves in an active and interesting lesson. The participants felt that they were having a sense of purpose, thus becoming more engaged in the writing tasks. As for interaction, the participants were interacting more confidently in Google+ writing classes compared to conventional writing lessons. The implication derived from this study is that teachers need to be made aware of how to integrate social media as learning tools in the teaching of English as a Second Language (ESL), particularly, in the teaching of ESL writing to upper secondary school students.
Downloads
Published
How to Cite
Issue
Section
License
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.