Abstract
This article reports how social media supports English language learning in the classroom formally and out of the classroom informally. It further reports that social media assists in improving ELT pedagogy by introducing the use of social media and web-based materials. To support my arguments, I use various secondary resources such as books and journal articles.
Keywords: social media, ELT, collaboration, pedagogy, technology, learning materials
Introduction
The use of social media is rapidly increasing all over the world, influencing almost all sectors such as education and mode of communication. Social media, such as Facebook, Twitter, Instagram, promote better learning by connecting learners with their peers, instructors and allowing them to exchange learning materials and ideas with each other (Ansari et al., 2020). In the context of Nepal, I observed the uses of Facebook, YouTube, and Twitter and found that social media has, directly and indirectly, played a significant role in learning the English language. Learning English has become easier after the rise of social media in Nepal by providing opportunities to collaborate and interact among learners.
This article is based on a qualitative interpretive research design as discussed by Cohen et al. (2018). To support my arguments, I used various secondary resources such as books and journal articles and interpreted the points following Creswell and Creswell’s (2018) thematic analysis. Drawing ideas from the secondary sources, I intend to discuss the three points: (1) social media and its use for formal English language learning, (2) social media and its use for informal English language learning, and (3) social media and its use for updating ELT pedagogy.
Social Media and its Use for Formal English Language Learning
Social media have brought transformation in teaching-learning English in formal classrooms, providing learning materials and connecting learners with global networks. This has provided the learners an opportunity to collaborate and interact with the learners. Rana et al.’s (2018) study reported that the use of ICT in the classroom transformed the teaching and learning activities from the traditional approach of teacher-centered to student-centric modality. The study showed that the integration of social media in the classroom modified the role of teachers, students, and even the traditional understanding of the classroom. The use of social media in the classroom has shifted the previous concept of teaching, offering a new interactive and innovative space, for example, a blog for discussion of writing. Social media has made learning easier in the four skills of English language: listening, speaking, reading, and writing. It can be used for practicing in the formal classroom by engaging the learners with web resources such as YouTube, Wiki, and Blogging. Gautam and Gautam (2020) found that a formal online mode of class, as opposed to a physical classroom, has become effective for learning with the help of social media and technology. During the COVID-19 situation, private schools and colleges used online and e-learning learning strategies to continue their teaching-learning activities. Students can share academic information through the help of Facebook Messenger.
Social Media and its Use for Learning English Informally
The use of social media is also increasing in English language learning informally. Social media has brought an opportunity for learners to improve their English language skills without joining formal classes. Hoffman (2009) argued that social media helps to socialize the learners by decentering the limited context of the classroom. Facebook has been widely used in both urban and rural areas of Nepal. Facebook had around 9 million active users in Nepal (Subedi et al., 2020). Knowingly and unknowingly, in the process of using Facebook, users would get an opportunity to enhance the skills of the English language. It allows its users to share audio files, videos, and text messages. Reading the freely available online materials, inquisitive learners can learn the English language themselves. Sijali and Laksamba (2020) stated that Facebook could be supportive of enhancing the reading skill of English by creating groups and utilizing various applications. Blogging has been popular, particularly for sharing writing. Once the bloggers post their writing, the readers read them and comment on their writing. Such practices develop regularity in writing and commenting on each other’s writing, and this kind of practice can help the learners to improve their writing skills. Yadav (2011) concluded that blogging is one of the means for English learners to enhance writing skills as it offers a collaborative platform for improving writing.
Social Media and its Use for Updating ELT Pedagogy
With the increasing use of social media, the methods of teaching and learning English have been changing across the world. Social media have brought drastic changes in the pedagogy of the English language by providing the teachers with the latest methodologies related to English language teaching and preparing them to connect with the global network. In his study, Acharya (2014) reported that the use of web tools, such as Wiki, Facebook, Email, Blog, YouTube, etc., in teaching and learning activities of English language creates a student-centered teaching and learning environment. Social media encourages students and teachers to learn the English language without limiting them to a single context and learning environment. Using social media, for instance, creating a Facebook group, they could collaborate with many learners in diverse virtual contexts. Poudel (2020) reported that technology-based collaborative methods of teaching English have been increased in Nepal; however, it has not been completely implemented due to the lack of training to teachers about how to integrate the latest technology in English language teaching. Jora’s (2019) research showed that English language teaching in Nepal has been transformed from a traditional teaching method to a communicative language teaching method with the support of social media used in the classroom. Social media has also allowed teachers to use audio and videos in English classes. The teaching of English in Nepal has been going to be more interactive by empowering teachers and learners by providing information from different sources with the support of social media. I observed many teachers have started to prepare their teaching materials by using social media such as Facebook, YouTube, Wikis, and Blogs.
Conclusion
Social media facilitates the collaborative learning environment inside and outside the classroom, as well as provides the learners with the materials to learn. Social media has brought changes in ELT pedagogy as it offers various ways of teaching, for example, sharing audio, video, and text messages. Teachers can create a Facebook group where they can share learning materials, and the learners learn themselves by accessing the virtually available materials. However, all the learners of the English language have not been equally benefited from social media due to lack of ICT infrastructures such as internet access, electricity, and trained manpower. Hence, for effective use of social media in ELT in Nepal, the concerned authorities and institutions should make an effort by developing ICT-equipped infrastructure, trained manpower, and providing resources to the educational institutions.
References
Acharya, C. P. (2014). Use of ICT/Web tools in ELT in Nepal. Journal of NELTA, 19(1-2), 1-16. https://doi.org/10.3126/nelta.v19i1-2.12076
Ansari, J., & Khan, N. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 1-16. https://doi.org/org/10.1186/s40561-020-00118-7
Anwas, E., Sugiarti, Y., Permatasari, A., Warsihna, J., Anas, Z., Alhapip, L., Siswanto, H. & Rivalina, R. (2020). Social media usage for enhancing English language skills. International Journal of Interactive Mobile Technologies, 14(7), 41-57.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed-method approaches (5th ed.). Sage. https://lccn.loc.gov/2017044644
Dhital, H. (2018). Opportunities and challenges to use ICT in Government school education of Nepal. International Journal of Innovative Research in Computer communication Engineering, 6(4), 3215-3220. https://doi.org/10.15680/IJIRCCE.2018.0604004
Gautam, D. K., & Gautam, P. K. (2020). Transition to online higher education during COVID-19 pandemic: Turmoil and way forward to developing country-Nepal. https://assets.researchsquare.com/files/rs-59206/v1_stamped.pdf?c=1597794086
Hoffman, E. (2009). Social media and learning environments: Shifting perspective on the locus of control in education. Special Issue Technology & Social Media, 2(15), 23-38.
Jora, M. B. (2019). ELT in Nepal: Exploring the paradigm shift. International Journal of Scientific and Research Publications. https://doi.org/10.29322/IJSRP.9.01.2019.p8597
Parajuli, K. (2016). Mobile learning practice in higher education in Nepal. Open Praxis, 8(1), 41-54.
Poudel, A. P. (2020). Computer-supported collaborative learning for developing higher-order thinking skills in ELT. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 34-51. https://doi.org/10.32674/jimphe.v5i1.2536
Rana, K., Greenwood, J., Fox-Turnbull, W., & Wise, S. (2018). A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers’ capacity to reflect ICT policy in their practice. International Journal of Education Development using ICT, 14(3), 149-166.
Sijali, K. K., & Laksamba, C. K. (2020). Effectiveness of Facebook-integrated instructional method in improving learners’ English listening proficiency in schools in Nepal. Strength for Today Bright Hope for Tomorrow, 20(5), 28-40.
Subedi, P., Thapa, B., & Pandey, A. (2020). Use of social media among intern doctors in regards to Covid-19. Europasian Journal of Medical Sciences, 2(1), 56-64. https://doi.org/10.46405/ejms.v2i1.41
Yadav, P. K. (2011). Blogging as a means of professional development for ELT professionals. Journal of NELTA, 16(1-2), 123-132.
About the Author
Mr. Surendra Prasad Ghimire is an M.Phil. Scholar at Nepal Open University, Nepal. He has also earned an M.A. in English Literature from Tribhuvan University, Nepal. He has taught the English language and literature in schools and colleges for about 12 years. His areas of research interest include cultural studies, school education, online learning, teaching and learning of English in Nepal, and politics of language.
NELTA ELT Forum
NELTA ELT Forum 