USING SOCIAL NETWORKS IN TEACHING ESP TO ENGINEERING STUDENTS
Keywords:English for specific purposes, social networks, language teaching, language skills, ESP proficiency
The present study examines students’ and teachers’ views on and attitudes to the use of different social networks in teaching English for specific purposes (ESP) to future engineers. It focuses on the types of work social networks can be used for, on language skills they help develop. The study was conducted with a survey method. The research was held at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” and the sample was 170 full-time students of Energy Management and Energy Saving Institute and 60 lecturers of the Department of English for Engineering. It was conducted during December-February of 2019 – 2020 academic year. Within the context of the research, the students’ and teachers’ surveys were conducted. They were asked about their experience in using social networks and their application concerning university-related work and studies. The analysis of responses in the questionnaires showed that students and their teachers have a positive perception of using social media networks for English for specific purposes teaching in the classroom and outside. From the conducted research, we can conclude that using social networks is effective in ESP teaching and these advanced technologies can improve students’ ESP proficiency, enhance their motivation for studying foreign languages, and can be used as corpora of authentic materials. The results of this research may be used for other studies concerning ESP teaching and technology application in this process.
Akkoyunlua, B. & Erkanb, S. (2013). A Study on student and teacher views on technology use. Social and Behavioral Sciences, 103, 68-76. https://doi: 10.1016/j.sbspro.2013.10.309
Allen, I.E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. Babson Survey Research Group.
Almurashi, W., A. (2016). The Effective use of YouTube videos for teaching English language in classroom as supplementary material at Taiban university in Alula. International Journal of English Language and Linguistics Research, 4 (3), 32-47. Retrieved 3 March 2020 from http://www.eajournals.org/
Arnó-Macía, E. (2012). The role of technology in teaching languages for specific purposes. The Modern Language Journal, 96, 89-104. https://doi.org/10.1111/j.1540-4781.2012.01299.x
Bernal, M. P. & Fondevila-Gascon, J.F. (2015). Facebook in the university environment: to what extent do students make use of social networking sites and instant messaging applications for university related work and studying? Proceedings of 9th International Technology, Education and Development Conference, IATED (pp. 5663-5668). Retrieved 3 March 2020 from https://library.iated.org/
Bozkurt, A. & Ataizi, M. (2015). English 2.0: Learning and Acquisition of English in the Networked Globe with the Connectivist Approach.Contemporary Educational Technology, 6 (2), 155-168. https://doi.org/10.30935/cedtech/6146
Carrió-Pastor, M.L. (2015). Do online collaborative activities foster autonomy on second language reading and writing? Language Teaching Tomorrow, 1, 1–6. Retrieved 3 March 2020 from http://urn.fi/urn:nbn:fi:jamk-issn-2343-0281-9
Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. European Journal of Open, Distance and E-Learning, 2. Retrieved 3 March 2020 from http://www.eurodl.org/ma
Espinosa, L.F. (2015). The Use of Facebook for Educational Purposes in EFL Classrooms. Theory and Practice in Language Studies, 5(11), 2206-2211. http://dx.doi.org/10.17507/tpls.0511.03
Etela, P. (2018). The Effects of Using Mobile Phone SMS on Intentional and Incidental Vocabulary Learning by Iranian EFL Learners. Journal of Applied Linguistics and Language Research, 5(5), 35-46. Retrieved 3 March 2020 from http://www.jallr.com/index.php/JALLR/article/view/898
Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93, 719-740. https://doi.org/10.1111/j.1540-4781.2009.00969.x
Hadoussa, S., Menif, H. (2019). Social media impact on language learning for specific purposes: A study in English for business administration. Teaching English with Technology, 19 (1), 56-71. Retrieved 3 March 2020 from http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-c416a57b-b0d8-4068-9955-d5f9172f76e6
Hamat, A., & Abu Hassan, H. (2019). Use of Social Media for Informal Language Learning by Malaysian University Students: The Southeast Asian Journal of English Language Studies, 25(4), 68 – 83. http://doi.org/10.17576/3L-2019-2504-05
Hrynko, V. (2019). Electronic social networking sites as a universal tool for developing future teacher’s digital competence: Advanced Education, 6(12), 64-73. http://dx.doi.org/10.20535/2410-8286.168076
Kavaliauskienė, G. & Ashkinazi, V. (2014). Social networking systems in teaching/learning English for specific purposes. English for Specific Purposes, 42 (15), 1682-3257. Retrieved from http://esp-world.info/Articles_42/Documents/Kavaliauskiene.pdf
Kern, N. (2013). Technology-integrated English for Specific Purposes lessons: real-life language, tasks, and tools for professionals. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching (pp.87 – 117). London: The British Council.
Lesiak-Bielawska, E.D. (2015). Technology in ESP Pedagogy. English for Specific Purposes World, 48 (16). Retrieved 3 March 2020 from http://esp-world.info/
Madge, C., Meek, J., Wellens, J. & Hooley, T. (2009). Facebook, social integration and informal learning at university: It is more for socialising and talking to friends about work than for actually doing work. Learning, Media and Technology, 34(2), 141 -155. https://doi.org/10.1080/17439880902923606
Majid, A. & Stapa, S. (2017). The Use of Scaffolding Technique via Facebook in Improving Descriptive Writing Among ESL Learners. The Southeast Asian Journal of English Language Studies, 23(4), 77-88. http://doi.org/10.17576/3L-2017-2304-07
Omar A., Amir, Z., & Mohamad, M. (2018). Facilitating Online Learning: Students’ Online Discussion Strategies for a Project Work at a Technical University in Malaysia. The Southeast Asian Journal of English Language Studies, 24 (4), 102-114. http://doi.org/10.17576/3L-2018-2404-08
Pratibha, M. (2019). Language Learning and Teaching Using New Technologies. IRA International Journal of Education and Multidisciplinary Studies, 14(1), 14-20. http://dx.doi.org/10.21013/jems.v14.n1.p3
Pim, C. (2013). Emerging technologies, emerging minds: digital innovations within the primary sector. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching (pp.15-42). London: The British Council. http://doi.org/10.13140/RG.2.1.4479.1129
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, 14(25). https://doi.org/10.1186/s41239-017-0063-0
Sherman, J. (2003). Using authentic video in the language classroom. Cambridge, U.K.: Cambridge University Press.
Sokolyuk, O. (2016). Vkliuchennia merezhnikh sotsialnykh servisiv u diiuchi modeli organizatsii navchannia uchniv [Inclusion of social networking services in the existing model of organisation of students’ learning]. Information Technologies and Learning Tools, 5(55), 55-66. https://doi.org/10.33407/itlt.v55i5.1494
Copyright (c) 2020 Nataliia Saienko, Oksana Semyda, Inna Akhmad
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).