Applying task supported language learning via instagram: the effects on EFL learners' self-esteem, academic buoyancy, academic engagement, and language achievement
Gorde:
| Argitaratua izan da: | Asian-Pacific Journal of Second and Foreign Language Education vol. 9, no. 1 (Dec 2024), p. 2 |
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| Egile nagusia: | |
| Beste egile batzuk: | |
| Argitaratua: |
Springer Nature B.V.
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| Gaiak: | |
| Sarrera elektronikoa: | Citation/Abstract Full Text - PDF |
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Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!
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| 001 | 2911142853 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2363-5169 | ||
| 024 | 7 | |a 10.1186/s40862-023-00223-3 |2 doi | |
| 035 | |a 2911142853 | ||
| 045 | 2 | |b d20241201 |b d20241231 | |
| 100 | 1 | |a Ibrahim, Khaled Ahmed Abdel-Al |u Prince Sattam Bin Abdulaziz University, Educational Psychology, College of Education, Al-Kharj, Saudi Arabia (GRID:grid.449553.a) (ISNI:0000 0004 0441 5588); Sohag University, Sohag, Egypt (GRID:grid.412659.d) (ISNI:0000 0004 0621 726X) | |
| 245 | 1 | |a Applying task supported language learning via instagram: the effects on EFL learners' self-esteem, academic buoyancy, academic engagement, and language achievement | |
| 260 | |b Springer Nature B.V. |c Dec 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Researchers have firm reason to unlock the potential of social networking technologies today because of the rapid development of these platforms, which may be used to enhance educational outcomes. Despite the widespread recognition of social media's influence on the second/foreign language learning process, few empirical research has attempted to find out how Instagram feed-based tasks impact learning and supported self-esteem, academic buoyancy (AB), academic engagement (AE), and language achievement (LA). In order to address this knowledge gap, the present study investigated how Instagram feed-based assignments may be used to improve self-esteem, AB, AE, and LA for EFL students. This was accomplished by randomly assigning participants into two groups (experimental and control) from a pool of 93 intermediate EFL students. Students in the control group (CG) participated in online webinars on a consistent basis. Students in the experimental group (EG) took part online webinars. Moreover, they were given assignments based on Instagram feeds. The Multivariate Analysis of Variance (MANOVA) of the data showed that the EG fared better than the CG. The findings underlined the substantial benefits of Instagram feed-based activities in promoting self-esteem, AB, AE, and LA. Possibilities for future use of Instagram task supported language learning and teaching may arise as a result of this study's implications for students, educators, and policymakers. | |
| 653 | |a Language | ||
| 653 | |a Social media | ||
| 653 | |a Academic achievement | ||
| 653 | |a Students | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Self esteem | ||
| 653 | |a Task-based language teaching | ||
| 653 | |a Social networks | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a English as a second language learning | ||
| 653 | |a Teachers | ||
| 653 | |a Teaching | ||
| 653 | |a Second language learning | ||
| 653 | |a Policy making | ||
| 653 | |a Research methodology | ||
| 653 | |a Learning | ||
| 653 | |a Educational attainment | ||
| 653 | |a Variance analysis | ||
| 653 | |a Foreign languages | ||
| 653 | |a Language acquisition | ||
| 653 | |a Multivariate analysis | ||
| 653 | |a Networking | ||
| 653 | |a Assignment | ||
| 653 | |a Control Groups | ||
| 653 | |a Learning Processes | ||
| 653 | |a Outcomes of Education | ||
| 700 | 1 | |a Basim, Nirvana |u Kandahar University, Department of Literature and Linguistics, Kandahar, Afghanistan (GRID:grid.440459.8) (ISNI:0000 0004 5927 9333) | |
| 773 | 0 | |t Asian-Pacific Journal of Second and Foreign Language Education |g vol. 9, no. 1 (Dec 2024), p. 2 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/2911142853/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/2911142853/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |