Volume 15, Issue 3 (2024)
LRR 2024, 15(3): 225-244 |
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Chen Y, Shu D. The Facilitative Role of Social Media in EFL/ESL Students’ Language Skills and Academic Engagement: A Theoretical Analysis. LRR 2024; 15 (3) :225-244
URL: http://lrr.modares.ac.ir/article-14-73717-en.html
URL: http://lrr.modares.ac.ir/article-14-73717-en.html
1- School of Humanities and Media, Nanjing Normal University Taizhou College, Taizhou, Jiangsu, 225300, China , chenyue168861@126.com
2- Department of arts in Fine Arts and Design International College, Krirk University, Bangkok, 10220, Thailand
2- Department of arts in Fine Arts and Design International College, Krirk University, Bangkok, 10220, Thailand
Abstract: (153 Views)
The integration of technologies and social media into second/foreign language education has recently gained momentum in different contexts. Given their nature, social media have been empirically identified to improve different aspects of L2 teaching and learning. However, their facilitative role in enhancing EFL/ESL students’ language skills and academic engagement has been limitedly explored. To fill this lacuna, the present study intended to provide a theoretical analysis on the utility and power of injecting technologies and social media into L2 classes and improve students’ language skills and academic engagement. In so doing, the conceptualizations, definitions, dimensions, and empirical studies that provide evidence for the interplay of these constructs are presented. Moreover, a variety of implications are enumerated for EFL/ESL teachers, learners, teacher trainers, language policy-makers, curriculum designers, and scholars in L2 education, who can recognize the facilitative role of social media in English language teaching learning.
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