THE INFLUENCE OF SOCIAL MEDIA ON THE MOTIVATION TO LEARN ENGLISH AS. was submitted in partial fulfillment of the requirements for the degree Master of Education in Bilingual Education. Dissertation title: The impact of social media on motivation towards learning English as a global language.
Statement of the Problem
It follows that social media provides both the incentive and the means to learn English (Lamb & Arisandy, 2020). Many researchers have linked academic performance and language skills with the use of social media.
Research Objectives
If this data is average, college students would spend hours on social media as it has become a routine part of their lives. Given that Thailand is in an increasing circle where English is used as a foreign language, social media has the potential to shape students' language development and attitudes.
Research Questions
Basic Assumptions
Significance of the Study
This study explored the dual function of social media as both a stimulus and a means of English language learning. It describes the web of connectivity brought about by social media in relation to student well-being and motivation.
Scope of the Study
The study used a convergent parallel mixed methods design to examine the impact of social media on motivation. Consequently, for a more holistic outcome, this research examined the impact of social media on motivation within and beyond the classroom context.
Conceptual Framework
Limitation of the Study
Definition of Terms
Social Media
Definition
Against this background, the definition of social media therefore varies depending on theoretical position and analysis. On a more comprehensive level, Vemulakonda (2018) portrays social media as anything on the Internet that enables communication and the creation of social networks.
Types and Functions
As of January 2021, Facebook Messenger was the fourth most used social media platform in Thailand with 77.1 percent of 55 million Thai social network users (Kemp, 2021). Instagram took the fifth position in the list of popular social media in Thailand with 64.2 percent of Thai social media users (Kemp, 2021).
Social Media Import in Language Learning
As mentioned before, the approach and extent to which students use social media educationally is influenced by the students' learning styles. This study aimed to investigate the relationship between students' use of social media and their motivation to learn English.
Motivation
Definition
The flow of connections and the coherence of flows are determined by social media, thereby defining its importance for language learning. The ability of social media to initiate this dynamically changing cumulative stimulation in learning English at different stages of the learning process was considered effects.
Types of Motivation
Instrumental motivation involves using second language learning as a means to achieve certain practical goals. It is seen as a medium to achieve social and economic benefits through learning a second language (Gardner & Lambert, 1972).
Importance of Motivation in Language Learning
Motivation uses other variables in the affective, cognitive and psychomotor domains towards second language learning. Intrinsically motivated second language learning is autonomous, self-initiated, self-regulated, and interest-driven.
Related Theories
- Interaction Hypothesis
- Theory of Connectivity
- Self-Determination Theory
- World Englishes
Contextualized within the discipline of language learning, growth in the network of a second language implies growth in knowledge of the target language. Acquiring a second language would invariably involve immersion in the network as well as maintaining connections that allow learning the target language.
Related Studies
Balakrishnan and Lay (2016) examined the effects of students' learning styles on the use of social media for learning. The study aimed to discover the effect of social media use on students.
Conclusion
In summary, the literature review shows conflicting views on the social media phenomenon, particularly as it relates to academic performance. On the contrary, the negative effects of social media on students' academic achievements have also been recorded. The practicality of global communication due to social media is one of the main determinants of English internationalization.
Therefore, subsequent chapters will then be devoted to making and analyzing findings on the influence of social media on the motivation to learn English as a global language.
Research Design
This chapter provides a detailed discussion of the research design process and methodological approach to the study. More specifically, the suitability of the convergent, parallel, mixed methods research approach for the current study is explained. The integration of quantitative and qualitative approaches overcomes individual weaknesses and leverages the strengths of each; and improves understanding of data that may be missed when using a single approach (Creswell and Plano Clark, 2007).
Specifically, in convergent parallel mixed methods design, both forms of quantitative and qualitative data are typically collected at approximately the same time, and the information is incorporated into the interpretation of the combined results.
Research Site
Population and Sample
Population
Sample
Research Instruments
The first part included expressing consent to participate in the research and demographic questions such as student level and first language. The second part includes psychographic questions on 5 social media platforms - Facebook, YouTube, Line, Facebook Messenger and Instagram, adapted to a Likert scale of 1-5 and a bipolar scale ranging from strongly agree to strongly disagree (Table 3.2). The questionnaire was constructed to reflect the essential features and unique possibilities for each of the social media platforms.
On the other hand, a semi-structured interview was used as a research instrument for qualitative data collection.
Validity and Reliability
Validity
Reliability
Data Collection
Data Analysis
Quantitative Data Analysis
Qualitative Data Analysis
An example of the adoption of the three C's analytical steps is illustrated as below: Interviewee 1: "I have a chance to know many good teachers, and they have influenced me a lot". The aforementioned procedures were undertaken in the analysis of both data as will be seen in the next chapter.
Ethical Consideration
- Approval
- Clear Identification and Information
- Autonomy
- Anonymity and Confidentiality of the Participants
The anonymity of the research participants and confidentiality of their views was strictly followed by the researcher. Due to the mixed-methods research design adopted, the results were of two types of data – quantitative and qualitative. The quantitative data was obtained from a survey questionnaire, and qualitative data was obtained from the semi-structured interview.
The first was statistically analyzed using SPSS and presented in frequency, percentage, mean and standard deviation (S.D); while the latter was subjected to content analysis according to Lichtman's (2012) three Cs of data analysis.
Findings from the Questionnaire Responses
- Demographic Profile of Participants
- YouTube
- Line
- Facebook Messenger
- Comparison of Platforms
105 participants answered the open-ended question on YouTube, and their opinions are shown in Table 4.6. Concepts from the open question include interaction, competence, grammar and vocabulary, facilitation and language skills. The frequency of responses on the influence of Facebook Messenger was together in a rating of 4 points (Figure 4.2).
Then item 4: Facebook Messenger gives realistic awareness of my progress in English proficiency with 28.5 and 39.2 response percentages on the rating of 5 and 4.
Findings from Semi-Structured Interviews
I think the contact with foreigners and the need to understand and interact with them on social media made me start learning English" (Interviewee 1, personal communication, October 30, 2021). Most of the participants were of the opinion that social media makes learning English easy, interesting and fun. We receive and share lesson notes, updates, reminders and assignments on social media” (Interviewee 4, personal communication, November 5, 2021).
Social media creates the need to be part of the global community and makes me learn English because it is an international language” (Interviewee 5, personal communication, November 2, 2021).
Conclusion
I improve my listening and speaking skills by going through conversations, jokes and other funny videos” (Interviewee 12, personal communication, November 5, 2021). First, the effects discovered include initiating and facilitating motivation, competence, confidence, autonomy, and a sense of integration and belonging. Finally, both instruments presented YouTube as the most effective social media platform for motivation and English learning.
This concluding chapter provides conclusions based on research findings from data collected on "The Impact of Social Media on Motivation to Learn English as a Global Language" as well as discussion and recommendations.
Conclusions
Based on the results so far, this study argues that social media promotes and promotes students' motivation to learn English as a global language. We conclude from the research that the motivation to learn English is influenced by the connectivity established, maintained and strengthened by social media. The use of social media essentially requires the use of basic language skills - reading, writing, listening and speaking, which at the same time motivates language learning.
Based on the average score rankings and the Friedman test of the five social media platforms, as well as analysis of semi-structured interviews, this study concludes that YouTube is the most beneficial platform for student motivation and learning.
Discussion
Impacts of social media on Students’ Motivation
It is also noted that these skills develop along the same trajectory as the use of social media and the breadth of student connectivity. The social need to be a part of the global society developed by social media inspires learning English. The ease of learning promoted by social media both enhances and sustains the desire to learn English.
It is consistent with Hasan et al. 2020), that social media makes dependent and passive learners.
Ways of Impacting Students’ Motivation
The research shows that motivation to learn English is often initiated and enhanced by interaction on social media. The pedagogical value of social media is evident in its promotion of collaborative learning and active engagement. Sharing the views of Hasan et al. 2020), Al-Jarrah et al (2019), and Sanmamed, Carril & Sotomayor (2017), social media provides a better active, creative and collaborative classroom environment than the traditional approach.
Social media inspires knowledge and learning about how social meanings are encoded in the English language.
Effectiveness of the Platforms
As specified by Kachru's World Englishes theory, the adaptation of common English codes to serve individual social contextual needs leads to the emergence of variations. Online application was found in the middle of the five platforms in terms of its impact on English learners. In the process of communication, learners implicitly acquire new vocabulary and a sense of integration and connection which consequently boosted their motivation to learn English.
His weakness in promoting motivation to learn English was that students most often do not connect explicitly to learn, but learn implicitly by connecting.
Recommendations
Recommendations for the use of the Findings
Later studies can be undertaken on the impact of social media on pragmatic awareness of the English language. Finally, this study encourages more research on suitable guidelines for integrating social media into language learning. The role of social media in the development of English language writing skills at school level.
Students' learning styles and their effects on the use of social media technology for learning.
APPENDICES
Responses to questions
I usually use social media to contact people and browse news or interesting things, of course at the same time to entertain. I also find interesting English programs through YouTube with the aim of practicing listening to English, of course at the same time for entertainment. Social media provides an international environment where I can easily contact skilled English speakers from different countries.
Contact with foreigners and the need to communicate with them on social media motivated my choice to learn English.
