The Effectivenessof Social Media as a Tool on Vocabulary Learning among the Selected General Academic Strand (Gas) Students for School Year 2017-2018

Abstract

INTRODUCTION

The action research aims at investigating the effects of computer and social media in improving students' knowledge of English language namely vocabulary acquisition (focused on Facebook) with the selected General Academic Strand (GAS) students for school year 2017-2018. . Social media technologies take on many different forms including Internet forums, social networks, pictures, videos etc.

METHODS

The study was conducted with a number of 30 students of the General Academic Strand, School Year 2017-18. The development in each group was measured and it clearly demonstrated a more significant improvement in vocabulary knowledge of the group exposed to the Facebook group. The results of the action research did not support the assumption that the experimental group would outperform the control group, as the differences between the two groups were not that significant. However, there was an improvement in both of the groups from pre-test to post-test scores.

RESULTS

There were no major or significant differences between the performance of Group A and B as far as the other items were concerned. This shows that there were no differences in the pre-test for both groups. It is assumed, thus, that both groups had similar knowledge about the target words before they were exposed to the test. The results of the study did not support the assumption that the experimental group would outperform the control group, as there were no significant the differences between the two groups.

DISCUSSIONS

The intent of this paper was to investigate teaching vocabulary through Facebook. It has been assumed that technologies should be used as instructional tool for vocabulary acquisition. It has also been argued that this type of learning is beneficial for foreign language learners, as it considerably builds confidence and increases learners' interest in the topic. The reasons could be the frequency of exposure as a result to an expanded language input. The study showed that students improved in vocabulary performance and confidence (even if slightly) after being exposed vocabulary via Facebook as compared to the case of students benefitting from traditional instruction only. The participants in Group A in the study appreciated this type of vocabulary instruction they were motivated to challenge themselves to improve their English.