Guided vs. Unguided Social Media-Assisted Language Learning: An In-Depth Analysis of Speaking Performance, Willingness to Communicate, and Social Emotional Learning
Saved in:
| Title: | Guided vs. Unguided Social Media-Assisted Language Learning: An In-Depth Analysis of Speaking Performance, Willingness to Communicate, and Social Emotional Learning |
|---|---|
| Language: | English |
| Authors: | I Putu Indra Kusuma (ORCID |
| Source: | Australian Journal of Applied Linguistics. 2025 8(3). |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Emotional Learning, Social Media, Computer Mediated Communication, English (Second Language), Second Language Instruction, Second Language Learning, Speech Communication, College Students, State Universities, Student Attitudes, Foreign Countries, Language Usage, Learner Engagement, Learning Motivation, Outcomes of Education, Learning Activities |
| Geographic Terms: | Indonesia |
| ISSN: | 2209-0959 |
| Abstract: | Previous studies have indicated that social media has been used by students to develop speaking skills. Nevertheless, precisely how guided social media (GSM) (usage determined by the instructor) and unguided social media (USM) (freely chosen by students) activities in speaking courses affect their speaking skills and willingness to communicate (WTC) remain unclear. It also remains uncertain what social and emotional learning (SEL) factors during the adoption of social media-assisted language learning (SMALL) help to facilitate student learning. Therefore, this study purposed to investigate (1) the effects of GSM and USM on English as a Foreign Language (EFL) students' speaking performance and WTC and (2) the SEL factors that enable students to thrive during SMALL activities. This study employed a mixed-methods experimental approach, combining quantitative and qualitative data. This study used intact group sampling to recruit Indonesian EFL students who were studying at a state university and formed three groups based on existing classes, as designated by university. The classes included two experimental groups, namely USM (20 students) and GSM (23 students), as well as a control group (26 students). The quantitative data were analyzed using "Kruskal-Wallis" and "Mann-Whitney U" tests while the qualitative data were analyzed using inductive thematic analysis. The results indicated that USM and GSM significantly improved EFL students' speaking performance. However, only USM significantly improved WTC. In addition, students' SEL in SMALL was influenced by factors such as learning engagement, motivation, learning environment, and support. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476303 |
| Database: | ERIC |
| Abstract: | Previous studies have indicated that social media has been used by students to develop speaking skills. Nevertheless, precisely how guided social media (GSM) (usage determined by the instructor) and unguided social media (USM) (freely chosen by students) activities in speaking courses affect their speaking skills and willingness to communicate (WTC) remain unclear. It also remains uncertain what social and emotional learning (SEL) factors during the adoption of social media-assisted language learning (SMALL) help to facilitate student learning. Therefore, this study purposed to investigate (1) the effects of GSM and USM on English as a Foreign Language (EFL) students' speaking performance and WTC and (2) the SEL factors that enable students to thrive during SMALL activities. This study employed a mixed-methods experimental approach, combining quantitative and qualitative data. This study used intact group sampling to recruit Indonesian EFL students who were studying at a state university and formed three groups based on existing classes, as designated by university. The classes included two experimental groups, namely USM (20 students) and GSM (23 students), as well as a control group (26 students). The quantitative data were analyzed using "Kruskal-Wallis" and "Mann-Whitney U" tests while the qualitative data were analyzed using inductive thematic analysis. The results indicated that USM and GSM significantly improved EFL students' speaking performance. However, only USM significantly improved WTC. In addition, students' SEL in SMALL was influenced by factors such as learning engagement, motivation, learning environment, and support. |
|---|---|
| ISSN: | 2209-0959 |
