LITERATURE REVIEW 1„1„ SSAWMEN ARN TRAIN hiằ at 5x oes 5 me a 4 LY Hw HN Si 80g 4U A RA 3 LJ Definition of social network .iicscccciasassasssasnanasaene Là cha 00ả42 | 1.1.2 Types of social networks as a language learning tool
The roles of social networks for language learners
Social network plays a prominent role in all over the world There’s no doubt about the significance of social networks in human language learning.
Social networking platforms are ubiquitous, and research on their usage in foreign language learning has grown enormously (Yurdagiil and z, 2018; Artyushina and Sheypak, 2018; Ayers, 2020) With 2.95 billion social network members globally today, social media usage is becoming increasingly appealing and accessible, particularly among the younger population (Pikhart and Botezat, 2021) Social networking sites have become the primary means of communication and maintaining a social life (Li and Croucher, 2020).
According to Chomsky (2014), our language is constantly, inevitably, and naturally changing, transforming, and becoming more adaptive to its users due to the changes in our contemporaries.
Websites, blogs, chat rooms, and computer applications are examples of social networks, as are any other form of content-based electronic communication where people share information and present ideas While social networking sites created for language learning constitute a repository of social media channels and services for language learning, they are primarily developed for specialized objectives (Akinwamide, 2012).
According to Baldwin (2012), social network may be both a friend and a threat for natural language processing While he sees social network as a source of “spelling irregularities, free-form adoption of new terminology, and regular violations of English grammar conventions,” he also sees the benefit of “lexical normalization” in the same linguistic context Thurairaj et al (2015) investigated if social networks were “creating or marring academic English” and whether infrequent online code-switching and irregular spelling affect the language learning process of non-native learners Their findings demonstrated that social network discourse had no effect on the learners' English language ability because they were more conscious of the differences between their online informal meta-language and their formal academic language.
As to the writing skill, the fact that social network discussions are more written than spoken in what is referred to as “text speak” According to Attila
(2017), the usage of logograms, abbreviations, acronyms, and paralinguistic elements (for example, b4 = before, Gr8 = amazing) has made writing easier, faster, and more liberated from traditional writing limits When utilizing logograms and abbreviations regularly (e.g., 2 day = today), spelling can suffer as a result.
In terms of specific language abilities, numerous studies have demonstrated that using social network improves learners’ grammatical complexity, vocabulary acquisition, and learning (Al Jahrami, 2019; Attila, 2017; Mason & Rennie, 2008; Mills, 2011; Stevenson & Liu, 2010).
The majority of social network users agree that using social network in education benefits student attainment, motivation, and performance (Celik, Akilli, & Onuk, 2014) Many students use social network on a regular basis to tweet, post questions or comments online, blog, share videos or links, and chat online By integrating social network use to English study, students believe that what they are learning is important for authentic communication and that they may learn for themselves by developing a network of individuals with whom to communicate Young learners can be motivated by social network since they prefer to do their work on computers, smart phones, and other digital devices.Social network also provides numerous models on how language is definitely utilized, as well as numerous opportunity to exercise critical thinking.
The use of social networks for English learning
1.2.1 Advantages of social networks in English language learning
Today, social networks have an increasingly important position in people's lives because of the great benefits it brings to society in general and to each individual in particular This has encouraged the new generation to adapt quickly, collaborating with this complex 'New Digital World' based on the interaction between the different users of the Social Network.
Mudit Singh (2012) pointed out some of the positive effects of students joining social networks to learn English:
The social networks focus heavily on building online communities link together with shared interests or activities In the field of education, social networking sites encourage students to engage with each other and to express and share their creativity Social networks are one good way for students to gain knowledge which can be from outside their classroom activities With, so many social networks they can share and discuss many things related to their need of particular knowledge with others practically.
Social networks can create a better English communicative environment for students They just need to connect to the internet and interact with people from English speaking countries through social sites.
The most important feature of a social networking site is its ability to give and receive feedback Any content posted immediately start getting comments, likes, reviews, opinions and additional information on that topic By doing this, it can create discussions, sharing ideas and other communicative skills which use English as the language in the discussion.
Social networks also give a chance for learners to get rid of the tension of classroom activities due to the fear of making mistakes or any negative behaviour.
McLoughlin and Lee (2008) provides advantages in using social networks to learn English:
Traditional language assessment that still uses pen and paper does not suit the ways through which present day generation gain knowledge Language learning and acquisition needs to use new technologies and a lot of practice. Traditional ways of education in most of cases may be boring and useless for learners and will put them in isolation and deprive them from discoveries, innovations and technology applications of the rich and healthy environment of the technology Collaboration is a dynamic strategy in language learning because individual work cannot help learning language Traditional direct instruction has no effect on language skills because it lacks interactivity The traditional classroom nowadays is no longer a practical context to master the language skills Online learning is learner-centered, and achievement directed for the sake of better performance Due to the continuous increase of using new technologies in everyday life, the implementation of these technologies in learning activities becomes a necessity.
Also agreeing with the views of Mr Lee and McLoughlin, Dudeney & Hockly (2007) finds that:
Although the E-learning methods are incorporated in universities all around the world, the educational methods, techniques and educational software tools do not always keep up with the new information technologies.
An example is the social networks which are very popular, being visited regularly by many students and teachers, but not yet considered a real method for learning and teaching However, they consider social networking sites as educational tools because students can use them for sharing knowledge, as well as communication and social support The learners’ standard in English is declining in the 21 century in spite of facilities and the multi-channels of learning So, we need to know or discover if social networks can be exploited to solve the learners’ problems in mastering English language Traditional methods of language teaching are no longer suitable for the learners of today. The alternative could be more free materials and activities beyond classrooms provided by social networks.
1.2.2 Disadvantages of using social networks in English language learning
The disadvantages of social networks are based on numerous studies when considering social networks as a tool to promote English learning.
Ashraf (2012) mentions some disadvantages of social networks in learning English as follow:
It is lack of social interactivity in the real life Networking sites can make people or especially students become very addictive People spend more and more time at computer which makes them isolated from real life Using social networks leads to decrease face to face communication skills They are wasting time at checking news as well as updating information or status.
In the term of language proficiency, the youth often use abbreviation or slangs to communicate each other Because mostly social networking using written context message, so sometimes students face many problems when they are told to speak correct and professional English Some of them are not able to form correct grammar on the spot.
According to evidence such as Jose Picado (2011) talking about the harmful effects of social networks in learning English:
Social networking sites, “can be a potential hazard for teachers as some applications allows users to communicate” and “the content can lead to discrediting or defamatory messages” Furthermore, through social sites such as Facebook, Zalo or Viber students become obsessed in finding their teachers on and intrude in teachers private lives.
Social networking can also distract students from the study Social networking platforms like Facebook, Youtube, Instagram can turn away students attention from what is happening in the class and it affects the learning process.
One more reason is that students can post unsuitable content on social media This is one of the major reasons social media is not permitted in schools because it is very challenging to keep eye on students how they use social media A student can post inapt content which would be distracting and harmful to students.
Wargadinata, W.; Maimunah, I.; Dewi, E.; Rofiq, Z (2020) made the point that:
Due to the abrupt closure of educational institutions as a result of the spread of the COVID-19 virus, students faced various obstacles in the process of learning In particular, these events had a negative impact on language learning, including the learning of the English language During this period, every educational institution helped educators by introducing online learning
15 models, and providing laptops for students, teachers, and lecturers Despite this, there were teachers and lecturers, especially in the less developed rural areas, who were still not adequately skilled in using E-learning for the teaching and learning process At the same time, there were also students who had a negative attitude and did not want to accept the concept of E-learning although this is one of the best options during the pandemic era.
1.3 Previous studies on using social networks to learn English
One of previous researchers related to “using social networks on learning English” is Shih (2011) He pointed out that the advantages of social network in learning and improving the second language can be characterized as unique and entertaining atmosphere, Facebook has been reported in some studies to lessen students’ stress levels and enhancing learners’ engagement and interactions The study showed the influence of social network on learners at the University of Tatwan and the learners were found to enjoy interacting among their peers in English and felt comfortable expressing their opinions and sharing their thoughts.
The reality in the context of the Covid-19 pandemic has shown that the benefits of using the Internet and social networks in the implementation of online courses have received positive impacts The positive impact of the Internet and social networks on education (through E-learning) helps to fulfill the task of building a learning society and lifelong learning Because of the limitations of the traditional learning model, only those who pass the exams, have enough time and money, can enter the university But with online training, learning opportunities can open up to most people when they don't need to go to class, with an Internet connection to be able to listen to the lecturer's lectures. Free courses offered by universities in the form of MOOCs help current and graduate students easily add new knowledge and skills needed for their current and future jobs (Rennie, F ., & Morrison, T., 2013; Vu Huu Duc, 2019).
SummarV ch ees 19
Throughout this chapter, the researcher presents the concept of social networks via the definition of social network, the roles of social networks for language learners, and types of social networks as a language learning tool. This chapter also sets out the overall framework of the use of social networks for English learning with benefits and drawbacks Finally, the researcher evaluate on social networks’ learning English The information as a whole explains the fundamental perspective for the researcher's research.
METHODOLOGY 20 2uly Design Of thre NẾUẨY::x:ô‹::‹z:zc esses econ tn sae bai sa sana aa ows BA ne ena ka 20 2.2 Parficipanfs nhà 20
Research questions resfafed
1 How are social networking sites used by HLU’s English-majored students in learning English?
2 What aspects of English language for HLU’s English-majored students are improved through the utilization of social networks?
3 What drawbacks do social networks bring about to HLU’s English- majored students in English language learning process?
A series of multiple-answer questionnaires intended to provide diversity to respondents and are developed by the researcher after a thorough review of the literature during implementation There were 10 different questions in the survey placed in three sections: Respondents’ using social networks for learning English, Aspects of English language improved through respondents' use of social networks, Drawbacks that social networks bring to respondents in the process of learning English The study used percentage data analysis to analyze the data in the questionnaire.
A structured interview consisting of 3 questions was asked to better understand the information, expectations, and suggestions of students in the process of applying social networks to learning English at school All interview participants were randomly invited.
Due to the mixed methods used in this study, the raw data gathered from the respondents is used to code and analyze data from both qualitative and quantitative sources.
In this study, Google Forms software, Microsoft Office Excel were used to analyze the results of the questionnaire survey Pie charts and Horizontal charts are used to illustrate the data collected.
The outcomes of the interviews were manually examined The researcher looked for repeated themes in the data, grouped them together, and then chose appropriate headings for the categorized data.
In this chapter, the researcher has divided clearly and specifically each approach in the research process with 5 parts: Design of the study, Participants, Research questions restated, Data collection instrument, Data analysis.
Data anaÌySÌS nce een eee nee enna nh khe 22 2.6 SUMMALY .0 cece cee ene cence een e etna eee enaeeeeeeeeeaeenenaeees 22
Data from the survey questionnaires and interviews are summarized and explained in this chapter using pie charts, column charts In addition, the data is comprehensively analyzed and discussed, giving an overview of the use of social networks to learn English by K44 English-majors.
3.1.1 English-majored students’ using social networks for learning English e How often do you use social networks? m= 1-2 hours a day
Figure 1 K44 English majors at HLU’ frequency of using social networks
One in three K44 English-majored students in HLU use social networks for an average of 8 hours a day About one in five use higher than 5-6 hours a day (23%) and 3-4 hours a day (21%) Very few students use social networks for 1-2 hours a day or 2-3 hours a day (5% to 1% respectively) The results show that the coverage of social networks is pretty high among students.
RESULTS AND DISCUSSION
English-majored students’ using social networks for learning Za
e How often do you use social networks? m= 1-2 hours a day
Figure 1 K44 English majors at HLU’ frequency of using social networks
One in three K44 English-majored students in HLU use social networks for an average of 8 hours a day About one in five use higher than 5-6 hours a day (23%) and 3-4 hours a day (21%) Very few students use social networks for 1-2 hours a day or 2-3 hours a day (5% to 1% respectively) The results show that the coverage of social networks is pretty high among students.
23 e Do you think social networking is necessary in learning English?
Figure 2 Necessity’s social networks in learning English of K44 English majors at HLU
The pie chart above shows that social networks has big influence on students' English learning Regarding the level of necessity, 37% of students agreeing that it is essential and 25% of students choosing the extremely essential option 23% are not sure about the role of social networking Only 15% among participants consider social networking unessential. e Which devices do you use to learn English?
Figure 3 Devices’s using of K44 English majors at HLU
It can be observed that smartphones are the most popular device used by students to learn English (100%) Laptops come in second place with 97%. Tablets, desktop computers televisions are used by 27%, 23% and 21% students respectively, but to a lesser extent compared to the other devices Overall, it can be seen that mobile devices such as smartphones and laptops are preferred by students for learning English because of their compact, convenient level of convenience. e Which applications do you usually use for your English learning?
Figure 4 Application’s learning English of K44 English majors at HLU
Based on the statistics provided, it can be inferred that Google and Youtube are the most popular applications for learning English, at 100% and 97% respectively Other are utilized at nearly the same frequently by students. Facebook is also a well-liked choice, with 93% A significant number of students use Instagram, Twitter, Oxford Dictionary, Google meet with figures of 89%, 87%, 81% and 79% respectively However, Spotify only has 55% student use, just over half the total number of students 23% of students use Skype out of the 100 students surveyed.
25 e Do your teachers use social networks as a method to support learning more after the Covid 19 wave? mYes No
Figure 5 As a method to support teaching
The fact that only 5% of the students surveyed chose “no” indicates that social networks are widely accepted as a legitimate platform for teaching between teachers and students It is possible that social networks have become an integral part of the learning process, and teachers who do not use them may be at a disadvantage in terms of engaging with their students and providing effective support The statistics of the chart suggest that social networks are an important tool for supporting learning in the post-Covid era, and that teachers who are able to effectively leverage these platforms may be better equipped to meet the needs of their students in this age.
To better understand how teachers use social networks in their teaching, the researchers conducted an interview regarding the role of teachers and sites recommended by teachers:
All the students interviewed agreed that the teacher's help is really important in learning English According to Student 1, the teacher “plays the role of an organizer, devoting a lot of energy to guiding students, giving detailed assignments, giving students specific tasks, and then that gives feedback after the tasks have been performed; Besides, the teacher also takes
26 on the role of an evaluator to find and correct mistakes for studenfs” In Student 2’s opinion, “a good student is someone who has a good teacher to teach and support them Teachers teach students a lot of useful English knowledge, frankly point out when students make mistakes such as when students mispronounce and encourage students to overcome to continue to learn better.” Student 3 emphasizes that he needed a teacher to “guide and teach new words through watching English programs” Student 4 clearly states that the role of the teacher is very important, the teacher “helps students in speaking and writing skills” Student 5 also agrees with the opinions of other students and affirms that it is very necessary for a teacher to “be the one to guide and help in assessing stress and pronouncing words correctly.”
Student 1 supposes that “during the legal English lessons, the teacher suggested some social networking sites with many useful documents and theses on the Google Scholar app, weekly group meetings on Skype or Google meet to discuss legal English matters.” According to Student 2, “the teacher always shares with her students the rich resources she uploads to the YouTube app.” Adding to that, Student 3 considers her teacher suggested that there is a lot of English knowledge from social networking sites such as on the two major entertainment applications, Facebook and Instagram, but it is still important to follow selectively, follow pages with healthy content related to English. Student 4's opinion stated that the teacher suggested "watching a lot of English movies and foreign entertainment programs to improve listening skills and supplementing vocabulary, and should talk to foreigners through Grammaly application to improve speaking skills better.” In addition, Student 5 believes
“the teacher suggested spending at least 30 minutes a day studying English, before going to bed listening to podcasts on the Spotify app about English- speaking channels.”
27 e Some ways to use social networks for learning English
Watch or listen to vodcasts or podcasts °
Practice your listening skills and reading skills 4
Wate Binge ng reality TV shows :
Join an online course (MOOCS)
Figure 6 Ways’s learning English via social networks of K44
Students are using many ways to support their English learning through social networks The two most common methods are are “finding online resources and watching English films, English reality TV shows” (97%) In addition, “work collaboratively with classmates” is used by 95% Not much different from the method “practice listening and reading skills” (89%), the method of “watching or listening to vodcasts or podcasts” accounts for 85%.
At the bottom of the figure is participating online courses (MOOCS) with 21%. The results indicate that social networks can be a powerful tool for English learners By using a variety of methods and platforms, students can tailor their learning experience to their individual needs and interests.
3.1.2 Aspects of English language improved through English-majored students’ use of social networks e How effective do you think when using social networks is towards autonomous English learning?
Figure 7 Effectiveness in autonomous English learning
The research shows that only 11% of students feel that social networks are extremely effective and 15% of students think that social networks are effective when learning English independently However, a large part of students say that social networks are ineffective, not very effective in self- studying English with 55% of students out of 100 students 19% of students are not certain about its effectiveness.
It is important to note that personal preferences and learning styles can play a role in how effectively students find social networks for language learning Some students may find that the informal and interactive nature of social networks is helpful for practicing their English skills, while others may prefer a formal learning environment and more structured.
Overall, although social networking sites can be a valuable tool for language learning, their effectiveness can vary depending on the needs and
29 preferences of individual students The interview results were agreed by the following 5 students:
When being asked about this question, Student 1 replied that because the curriculum is very difficult, besides the knowledge taught at school, it is necessary to read and study more external documents, especially on social networks, there is a lot of good material Student 2's point of view is also the same as that of Student 1 However, without expressing specifically, Student 2's point of view in general is that social networking is necessary, it will be of great help to students student learning Student 3 emphasizes “social networks create opportunities for learners to practice communication skills, interact with native speakers and access many authentic language sources It is important to be cautious and mindful when using social networks to learn a language, as not all content is accurate or appropriate.”
“T think using social networks to learn English is an effective way We can simultaneously learn English actively or passively We can follow fanpages that teach English skills or simply blogs about favorite topics where authors use English to write articles Thus, even when surfing social networks for entertainment, we can also come across videos or articles about English, helping us learn and play at the same time,” said Student 5 However, contrary to the above views, Student 4 declares that social networks is really not effective in learning English because it will make us dependent.
30 e What aspects of learning English do you focus on when using social networks?
Pronunciation Meaning Grammar Culture Background
Figure 8 Aspects of concentration when learning English through social networks of K44 English majors at HLU
Based on the graph, English majors who use social networks tend to focus on different aspects of English The percentage of students who focus on vocabulary, meaning, pronunciation, synonyms/antonyms in English is the highest with 100%, 100%, 93%, and 91% respectively, showing that they prioritize understand the meaning of words, phrases and readings in English. Context is also important to a large number of students, with 79% focusing on this factor This shows that they are interested in understanding how words and phrases are used in different contexts and situations Another aspect of learning English for these students is cultural background, with 51% expressing their interest in understanding how English relates to their culture and language Less than half of them, grammar (41%), collocation (37%), Vietnamese equivalents (35%) emphasizing their interest in developing an understanding of rules and structures of language.
31 e Some advantages of using social networks to learn English
| applied for part-time jobs advertised 0, on social networks 89%
| can watch movies to improve my pronunciation 100%
| have gained a lot of social knowledge Si Bê
My teamwork skill and information 0, exchange are improved chê
My listening and reading skills are better
| feel a lot more confident when | don't have to face the teachers
| feel more interested in learning
| have added a rich vocabulary My communication skills have | | (O Slồ improved Ene
Figure 9 Advantages of using social networks for learning English by
Using social networks to learn English comes with certain advantages.
Up to 8 advantages have a high number of students receiving out of a total of
English majors’ utilization social networks for learning English 34 3.2.2 Impact of social networks on learning English of English majors 35
Across all genders and levels in the survey, it can be seen that K44 English majors at HLU have been able to access social networks for English language learning through a variety of sources Students in this major are aware that the application of social networks to learn English as social networks give English learners a new wind and make their lessons, less boring than the traditional method; help English learners learn new words and vocabulary with many choices The results of the study show that K44 English language students use social networks at a fairly high frequency, from 5-8 hours a day and think that social networks are very necessary These results are completely consistent with some previous studies such as that of Mr Yurdagiil and z (2018); Artyushina and Sheypak (2018); Ayers (2020), Pikhart & Botezat (2021), Li & Croucher (2020) These researchers have clearly shown the role that social networking sites play in language learners.
In addition, students often use popular social networking sites for learning English such as YouTube, Facebook These studies are similar to previous studies Mr Walker (2010) said that Facebook can help students improve the interaction between teachers and students Mr McLoughlin and Lee (2008) said that Facebook helps students improve their writing skills and according to Mr Blattner and Fiori (2009), Facebook can build competitiveness in learning Researchers Waschauer and Grimes (2013) suggest that watching YouTube videos as an alternative to assigned reading homework is really effective.
One difference in this study compared to previous studies 1s that previous studies have not mentioned the role of teachers This study has emphasized the importance of teachers in students' English learning, and teachers have suggested useful applications for students.
3.2.2 Impact of social networks on learning English of English majors at HLU
The results obtained from the survey show that the benefits that social networks bring to K44 English majors at HLU in learning English include: (1) students can watch movies to improve their pronunciation; (2) students have added a rich vocabulary; (3) students have gained a lot of social knowledge; (4) students feel more confident when they do not have to face the teachers directly; and (5) students' listening and reading skills are better This result 1s completely consistent with previous work of Mudit Singh (2012), McLoughlin and Lee
Specifically, the positive influences from social networks have the ability to interact and develop the ability to communicate such as: creating bonds with each other by interests; share creativity from activities outside the classroom; interact with people from English-speaking countries; creating discussions,
35 sharing ideas and other communication skills using English as the language of discussion In addition, social networks also help learners get rid of the stress of classroom activities due to fear of making mistakes or any negative behavior.
From the results of the survey, there are 6 disadvantages that language learners are affected by social networks in the process of learning English: (1) learners are affected by cognitive and developmental effects due to images and bad content; (2) students are addicted to social networks; (3) distraction from study; (4) lack of interaction with real life; (5) time consuming; (6) excessive use of acronyms and slang terms Some disadvantages have been shown to be the same as in the study of Ashraf (2012) His research confirms that people spending more and more time on computers will isolate them from real life. Besides, users are wasting time on checking news as well as updating information or status Social networking sites can be a danger to teachers because some apps allow users to lead to disparaging or defamatory content, according to a study by Jose Picado (2011).
In summary, in this chapter, the researcher is flexible in describing, analyzing, and interpreting the data gathered from the questionnaire responses graphically Furthermore, the interpretation and discussion of the data collected from the interviews allows the researcher to draw conclusions in the next chapter.
0 SH nu 3.3 SumImAFV HH HH kg 36
This chapter proposes possible recommendations for the obstacles identified by the research The study would like to make some suggestions based on the data collected and analyzed in detail, as well as the interview answers on how to use social networks in the process of learning English.
4.1 Recommendations for English-majored students in learning English via social networks
From the research, it can be concluded that the most English majors tend to be more interested in all aspects of using social networks when learning English To find out the most effective way, the researcher proposes some ideas as follows:
Firstly, 1t is important for students to set clear boundaries and prioritize their academic responsibilities Social networks can be a great source of entertainment and connection, but they can also be a distraction from study and work productivity They should establish a specific time for social networks use and limit the amount of time spent on it In addition, it is also vital for students to be selective about the content they use on social networks and to ensure that it aligns with their goals and values By using social networks in a disciplined and selective manner, students can strike a healthy balance between their academic and personal lives.
Secondly, students should follow English-language pages and accounts on social networking platforms to join English-learning groups and communities on them As a result, not only to increase communication skills, but also to connect with native speakers, or with other English majors, and exchange tips and rich learning resources There are many online forums, social media groups, and language exchange platforms to connect with like-minded individuals Also, attending language-related events or joining a language club
RECOMMENDATIONS
Recommendations for English-majored students in learning 37
From the research, it can be concluded that the most English majors tend to be more interested in all aspects of using social networks when learning English To find out the most effective way, the researcher proposes some ideas as follows:
Firstly, 1t is important for students to set clear boundaries and prioritize their academic responsibilities Social networks can be a great source of entertainment and connection, but they can also be a distraction from study and work productivity They should establish a specific time for social networks use and limit the amount of time spent on it In addition, it is also vital for students to be selective about the content they use on social networks and to ensure that it aligns with their goals and values By using social networks in a disciplined and selective manner, students can strike a healthy balance between their academic and personal lives.
Secondly, students should follow English-language pages and accounts on social networking platforms to join English-learning groups and communities on them As a result, not only to increase communication skills, but also to connect with native speakers, or with other English majors, and exchange tips and rich learning resources There are many online forums, social media groups, and language exchange platforms to connect with like-minded individuals Also, attending language-related events or joining a language club
37 at school can also be a great way to meet other people who share your passion for learning English.
Thirdly, spending a few minutes a day listening to English-speaking podcasts will easily improve listening skills It is essential to choose podcasts that are interesting and engaging, as that can help students stay motivated and keep the activity going In addition, it is helpful for students to actively listen by taking notes, repeating phrases and trying to understand the main ideas being discussed Consistency is the key to success.
Next, reading Vietnamese - English bilingual books available on social networking platforms is also a useful method Bilingual books can be a great resource for language learners and can help them improve their reading skills and expand their vocabulary Social networking platforms are a convenient place to find such books, and students can easily access them from their devices Besides, bilingual reading can also help to understand cultural differences and nuances in languages.
Also, social networks can be a great tool to improve English reading and comprehension skills By following blogs and article sharing sites, students can be exposed to a variety of writing styles and topics Furthermore, many articles on social network are written in a more casual tone, which can help students become familiar with how to use English in everyday conversations It is important to make it a habit to read English regularly, as this can help students become more comfortable with the language and improve their overall language proficiency more fully.
4.2 Recommendations for English teachers in using social networks to teach English to English-majored students
In fact, the survey information shows that the influence of teachers on students' language learning is very large Learning English through social
38 networks has been suggested by teachers in forms and activities for English majors, but this activity has not been used consistently and continuously as a classroom activity Therefore, in order to better exploit English learning through social networks, the researcher would like to propose some recommendations as follows:
To begin with encouraging English majors to learn English well through social networks, teachers should first use multimedia content such as videos, podcasts, images or other multimedia content to attract its students Using multimedia content can help English majors develop listening and comprehension skills and expose them to different accents and dialects. Teachers can also use multimedia content to facilitate discussion and encourage students to share their thoughts and opinions Additionally, incorporating multimedia content can make the learning process more enjoyable and interactive, which can help students stay motivated and engaged.
Second, teachers should emphasize to students the potential benefits of using social networks in language learning by demonstrating flexibility through teaching methods that adapt to their needs and preferences and how much improvement in the student's performance will be In addition, teachers should also provide regular feedback to their students on their English skills such as encouraging students to ask questions, share ideas and participate in active discussions, helping students to improve their English skills Students realize how much their ability is in order to motivate them to study better.
Then, teachers can create excitement for students by creating online quizzes to test students' language comprehension, combining it with reviewing old lessons or even teaching new lessons Teachers can also use gamification techniques, such as rewarding students for correct answers or adding positive points to create excitement Overall, online quizzes can be a powerful tool for teachers to engage and motivate students while testing their understanding.
Additionally, the fact that teachers share as much as websites, apps and books about legal English is good for students Teachers can also share their own teaching materials and encourage students to use them for self-study By sharing their own teaching materials and recommending trusted websites, apps, and books, teachers can provide students with a strong foundation for self- directed and independent learning This can be especially helpful for students who do not have easy access to legal English resources on their own.
Finally, it is essential that teachers should encourage their students to communicate with each other in English by randomly grouping to discuss or argue with each other about a certain topic in the subject Students are allowed to use social networking sites to search for documents, and to argue against other groups This can help them improve their writing and speaking skills.
In this chapter, the researcher makes recommendations for solving any constraints or ways found during the study.
This chapter concludes this thesis with a summary of the research In addition, the researcher also points out some remaining limitations of the article as well as suggests some improvements that can be made in future studies on this topic The following conclusions can be drawn from the study.
1 Summary of the main findings
Through the study, the researcher drew three main findings: e HLU English majors use many ways to apply social networking to English learning such as watching English movies, watching English reality TV shows, finding online resources, collaborating with students. friends and watch or listen to vodcasts and podcasts regularly. e The aspects that HLU English majors improve through social networks to learn English are vocabulary, meaning, pronunciation and synonyms/antonyms. e The disadvantages that HLU English majors face when using social networks to learn English are affected cognitive and developmental abilities, addiction to social networks, distraction from learning, lack of interaction with real life, time consuming, excessive use of acronyms and slang.
Limitations and suggestions for further study 4] EIN CO a ca mz x cs om vm wuz wn sim ca tov ki Bí BH lì 3 Dã DDD SỐ 43 APPENDICES e ence eee nhe, 47
Although the researcher was serious and dedicated, however, this thesis still cannot avoid limitation.
The first limitation is about scope The study only investigated on a small sample size of K44 English majors at HLU The data collected is not representative of all English majors on campus; therefore, it cannot be
4] generalized Additionally, only 5 students participated in the interview, the number could be increased if the coverage is wider.
The second limitation is about the length of time The study did not have enough time for the researcher to observe and confirm the student's change if they applied the methods and recommendations stated Instead, the results were based more on the participants’ current opinions, which cannot be proven without going through a process.
Realizing the above limitations, the researcher made some suggestions for further research as follows:
Firstly, the study needs to conduct more studies with larger sample sizes to provide stronger, more detailed information Furthermore, gathering more insights and feedback from students can help researchers understand how their findings are applied in real-world settings It is important for researchers to consider these factors when designing and conducting their research.
Secondly, follow-up studies need to be conducted with more appropriate time period to observe and analyze the data obtained in order to draw meaningful conclusions This is important in ensuring that decisions made based on the results of studies are well-informed and effective Besides, further studies also need to conduct thorough and rigorous studies to obtain accurate and reliable information.
The researcher hopes that the results of this study will support the application of diverse student learning styles as well as teaching methods from social networks for English language learning more effective at HLU.
Zeidieh, Ashraf Jalal Yousef The Use of Social Networking in Education: Challenges and Opportunities, ICT Collece of Information and Communication Technology, IIUM, Kuala Lumpur, 2012.
Al Jahrami, D (2019), The impact of online discussions on the accuracy of the written output of Bahraini L2 university _ students, in Hidri, S (Ed.), English Language Teaching Research in the Middle East and North Africa, Palgrave Macmillan, Cham, pp 637-666.
AlGhamdi, M A (2018) Arabic Learners' Preferences for Instagram English Lessons English Language Teaching, 11(8), 103-110.
Aloraini A (2018) Investigating Instagram as an EFL learning tool. Artyushina, G.; Sheypak, O.A Mobile Phones Help Develop Listening Skills Informatics, 2018, 5, 32.
Attila, B (2017), The effects of social media on the language: do social networks have damaging or constructing effects on language?, from http://midra.unimiskolc.hu/document/26612/22012.pdf.
Baldwin, T (2012), Social media: friend or foe of natural language processing?, Paper presented in the 26th Pacific Asia Conference on Language, Information and Computation, pp 58-59.
Bhatti, Saad, & Gbadebo (2019) The impact of social media in English language learning Journal of Critical Reviews, 7(10), 3126-3135.
Blattner and Fiori (2009) Facebook-ing and the social generation: A new era of language learning Alsic Apprentissage des Langues et Systemes d’Information et de Communication, 15(1).
Blattner, G., & Fiori, M (2009) Facebook in the language classroom: Promises and possibilities Instructional Technology and Distance Learning, (ITDL), 6(1), 17-28.
Brebera, P (2017) Micro learning in foreign language courses: A threat or a promise? Proceedings of the European Conference on Games Based Learning 2017, p 85—93.
Brebera, P (2018) Formal, informal, and non-formal language learning contexts for university students Proceedings of the European Conference on E-Learning, p 54 — 59.
Carr, C T., & Hayes, R A (2015) Social media: Defining, developing, and divining Atlantic journal of communication, 23(1), 46-65.
Celik, Ilknur, Goknur Kaplan Akilli, and Tayfun Can Onuk (2014). Social Media for Academics: Motivation Killer or Booster? JEEE 14th International Conference on Advanced Learning Technologies (ICALT).
Godwin-Jones, R (2008) Mobile computing technologies: Lighter, faster, smarter Language Learning & Technology, 12(3), 3—9
Gonulal T (2019) The use of Instagram as a mobile-assisted language learning tool Contemporary Educational Technology, volume 10, issue 3, p.
Hamilton, B (2009) Young adult literature Library media Connection, 28(3), 1415.
Mason, R and Rennie, F (2008), E-Learning and Social Networking Handbook: Resources for Higher Education, Routledge, Abingdon, Oxon.
McCay-Peet, L., & Quan-Haase, A (2017) What is social media and what questions can social media research help us answer The SAGE handbook of social media research methods, 13-26.
McLoughlin, C., & Lee, M J (2008) The three p's of pedagogy for the networked society: Personalization, participation, and productivity International journal of teaching and learning in higher education, 20(1), 10-27.
Mudit Singh (2012), from http://www.xhtmljunction.com/blog/social- networking-sites-that-have-educational-benefits-a-complete-list/
Nabee, S G., Mageto, J., & Pisa, N (2020) Investigating predictors of academic plagiarism among university students International Journal of Learning, Teaching and Educational Research, 19(12), 264-280.
Said, A., & Abd Elfatah, M (2015) The effect of Twitter on developing writing skill in English as a foreign language Arab World English Journal (AWEJ) Special Issue on CALL, (2).
Shih, Ru-Chu (2011) Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning Australasian Journal of Educational Technology, 27(5).
Stevenson, M.P and Liu, M (2010), Learning a language with Web 2.0: exploring the use of social networking features of foreign language learning websites, CALICO Journal, Vol 27 No 2, pp 233-259.
Terantino, J (2011) YouTube for foreign languages: You have to see this video Journal of Language & Technology, 15(1), 10-16.
Thurairaj, S., Hoon, E P., Roy, S S., & Fong, P W (2015) Reflections of Students language Usage in Social Networking Sites: Making or Marring Academic English Electronic Journal of E-learning, 13(4), pp301-315.
Walker, A (2010) Using social networks and ICTs to enhance literature circles: A practical approach Paper Presented at the School Library Association of Queensland and the International Association of School Librarianship Conference Brisbane, Australia.
Wargadinata, W., Maimunah, I., Dewi, E., & Rofiq, Z (2020) Student’s responses on learning in the early Covid-19 pandemic Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 5(1), 141-153.
Yeh, S Mitric E (2019) Voices to Be Heard: Using social media for digital storytelling to foster language learners' engagement TESL-EJ/, volume
Yurdagiil C., Oz S (2018) Attitude towards Mobile Learning in English
Zheng, B., Warschauer, M., & Farkas, G (2013) Digital writing and diversity: The effects of school laptop programs on literacy processes and outcomes Journal of Educational Computing Research, 46(3), 267-299.
Akinwamide, T.K (2012), The influence of process approach on English as second language students' performances in essay writing, ELT, Vol 5 No 3, pp 16-29, doi: 10.5539/elt.v5n3p16.
Amin, B., Ruma Rafiq, and Nohaiz Mehmood "The impact of social media in English language learning." Journal of Critical Reviews 7.10 (2020): 3126-3135 Arab World English Journal, volume 4, p 174 — 184.
Kaplan et al, (2010) Marketing over social media networks' Marketing, 6(13).
Li, M and Croucher, S (2020), Effects of social media use on cultural adaptation, in Rings, G and Rasinger, S (Eds), The Cambridge Handbook of Intercultural Communication (Cambridge Handbooks in Language and Linguistics), Cambridge — University Press, Cambridge, pp 504-520. doi: 10.1017/9781108555067.037.
Greetings! My name is Phan Thi Hong Lam, K44 English-majored student at Hanoi Law University I am conducting research for my graduation thesis titled “A study on the perceived impact of social networks on students’ English language learning at Hanoi Law University.” This survey questionnaire is designed to collect information for my thesis Your perseverance in completing this question set is much appreciated The data provided would be for the exclusive purpose of the research and would be kept confidential Please circle or write the letter In correspondence with your response.
Thank you for your assistance!
3 What is your English Proficiency Level?
(You can choose based on our SELF-EVALUATION or or your TEST RESULTS following Common European Framework ofReference (CEFR):
PART II: ASPECTS OF ENGLISH LANGUAGE IMPROVED THROUGH RESPONDENTS’ USE OF SOCIAL NETWORKS
1 How often do you use social networks?
2 Do you think social networking is necessary in learning English?
3 Which devices do you use to learn English?
(You can choose more than one answers)
4 Which applications do you usually use for your English learning? (You can choose more than one answers)
5 Do your teachers use social networks as a method to support learning more after the Covid 19 wave?
6 Some ways to use social networks for learning English
(You can choose more than one answers)
A Join an online course (MOOCS)
Watch English films, English reality TV shows Practice your listening skills
Work collaboratively on activities and assignments Watch or listen to vodcasts or podcasts
Find online resources Other(s): aQmmon ®
7 How effective do you think when using social networks is towards autonomous English learning?
8 What aspects of learning English do you focus on when using social networks?
(You can choose more than one answers)
9 Some advantages of using social networks to learn English:
(You can choose more than one answers)
A |My communication skills have improved
C Ifeel more interested in learning English
D I feel a lot more confident when I don't have to face the teachers directly
E My listening and reading skills are better
My teamwork skill and information exchange are improved
I increased knowledge of legal English
I have gained a lot of social knowledge
I can watch movies to improve my pronunciation
I applied for part-jobs advertised on social networks
PART IH: DRAWBACKS THAT SOCIAL NETWORKS BRING TO RESPONDENTS IN THE PROCESS OF LEARNING ENGLISH
1 Some disadvantages of using social networks to learn English:
(You can choose more than one answers)
A Lack real-life social interactions
Be addicted to social networks
Too many acronyms and slang
Difficulty in using Legal English
ZOmm oO Bad images and content on social networks, affecting their awareness and development
-THE END- Thank you very much for your help!
1 What do you think is the role of teachers in students' English learning?
2 Do you know any social networking sites recommended by teachers to students during teaching English at HLU?
3 As an English-majored student at HLU, do you feel that using social networks to learn English is effective?
There are 3 interview questions in all and the researcher interviewed 5 random students:
1 What do you think is the role of teachers in students’ English learning?
In my opinion, teachers as Organizers are such an important role. Instructors devote a lot of effort to outlining assignments in detail, assigning students to specific tasks, and then offering feedback once the tasks have been performed.
Students are frequently curious about whether they are using proper English as they study Teachers will therefore need to take on the role of Assessor in order to find and fix mistakes.
2 Do you know any social networking sites recommended by teachers to students during teaching English at HLU?
During the legal English lessons, my teacher suggested some social networking sites with many useful documents and dissertations on the Google Scholar application Every week we will have group meetings on Skype or Google meet to discuss legal English issues.
3 As an English-majored student at HLU, do you feel that using social networks to learn English is effective?
Being a student of English language requires you to have a good knowledge of English before Because you will have to study the program from basic English to legal English Basic English is still easy, but when you learn legal English you will understand how difficult it is It is really difficult. Therefore, besides the knowledge you are taught in school, you also need to
53 read and research more documents outside, especially on social networks, there will be a lot of materials that you need.
1 What do you think is the role of teachers in students’ English learning?
Nowadays, English is really important In my opinion, a good student is someone who has a good teacher to teach and support them Self-study to improve is part, but most of all, they have a teacher who teaches them a lot of useful English knowledge, frankly points out when they make mistakes such as when they mispronounce and encourages them If you overcome them to continue to study better, then that's really success.
2 Do you know any social networking sites recommended by teachers to students during teaching English at HLU?
As a seasoned teacher, our teacher always shares with students the rich resources she uploads to the YouTube application, and after each lesson she teaches in class, uploads it there When we need to review a lesson, we just need to go to Youtube and watch it over and over again to understand the lesson.
3 As an English-majored student at HLU, do you feel that using social networks to learn English is effective?