The Use of Social Network as a Tool to Reinforce ESL Complementary Asynchronous Learning in Panama

This document examines some of the most relevant theories and concepts related to the use of mobile technology in the ESL classroom. Topics such as distance learning, mobile learning, social networking, and cognitive loads are reviewed and linked to the literature in this document to explain relevant terms. As quasi-experimental research, the idea was to test the use of social network as a complementary pedagogical tool for asynchronous learning in the English as a Second Language (ESL) classroom. Students from different local universities in Panama were divided into control groups and experimental groups. The students in the experimental groups were exposed to additional complementary asynchronous activities to reinforce what was learned in the classroom. Both groups, control and experimental, were given a pretest and a posttest to observe the difference in the student learning performance and mastery of the lesson content. The data was recorded and presented in a series of tables providing graphic impressions and statistical calculations where it was possible to test the research hypothesis showing direct and significant relationship between the students’ test scores and the use of social network as a complementary pedagogical tool for ESL asynchronous learning activities. Finally, some conclusions and recommendations were withdrawn based on these results. This information could serve as a reference point for future research.