Scholarlink

<p>In recent years, the integration of social media into educational practices has gained momentum. This study explored the influence of social media, specifically Facebook on the writing proficiency and anxiety of Korean students learning English as a Foreign Language (EFL). Engaging 61 participants, divided between an experimental group (<i>n</i> = 31) and a control group (<i>n</i> = 30), the research compared the effects of social media-integrated tasks with conventional writing practices. The tasks included weekly Facebook posts, peer comments, and multimedia-supported writing. The study gathered data through pre- and post-writing evaluations alongside writing anxiety questionnaires, revealing marked differences in the outcomes. The Facebook-engaged experimental group displayed significant advancements in writing proficiency, particularly excelling in content (<i>p</i> &lt; 0.001), coherence (<i>p</i> &lt; 0.05), cohesion, and vocabulary (<i>p</i> &lt; 0.01). This finding signifies the effectiveness in fostering specific dimensions of writing proficiency. In addition, the group exhibited a notable decline in writing anxiety (<i>p</i> &lt; 0.001), whereas the traditional instruction group showed less pronounced changes. These findings emphasize the considerable potential of leveraging platforms like Facebook in EFL writing instruction, suggesting that it is a promising avenue for both enhancing proficiency and reducing anxiety. This research offers critical insights into the evolving landscape of language instruction, highlighting the transformative capabilities of social media-infused methodologies in the realm of language education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Writing in the digital age: understanding the relationship between social media use and college students’ writing skills and anxiety

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月8日

查看全文
  • Seunghee Jin

摘要

In recent years, the integration of social media into educational practices has gained momentum. This study explored the influence of social media, specifically Facebook on the writing proficiency and anxiety of Korean students learning English as a Foreign Language (EFL). Engaging 61 participants, divided between an experimental group (n = 31) and a control group (n = 30), the research compared the effects of social media-integrated tasks with conventional writing practices. The tasks included weekly Facebook posts, peer comments, and multimedia-supported writing. The study gathered data through pre- and post-writing evaluations alongside writing anxiety questionnaires, revealing marked differences in the outcomes. The Facebook-engaged experimental group displayed significant advancements in writing proficiency, particularly excelling in content (p < 0.001), coherence (p < 0.05), cohesion, and vocabulary (p < 0.01). This finding signifies the effectiveness in fostering specific dimensions of writing proficiency. In addition, the group exhibited a notable decline in writing anxiety (p < 0.001), whereas the traditional instruction group showed less pronounced changes. These findings emphasize the considerable potential of leveraging platforms like Facebook in EFL writing instruction, suggesting that it is a promising avenue for both enhancing proficiency and reducing anxiety. This research offers critical insights into the evolving landscape of language instruction, highlighting the transformative capabilities of social media-infused methodologies in the realm of language education.