THE ATTITUDES TOWARDS THE USE OF SOCIAL MEDIA TECHNOLOGIES IN LEARNING ENGLISH LANGUAGE AMONG COLLEG OF ENGINEERING STUDENTS: EVIDENCE FROM HADHRMAOUT UNIVERSITY
الملخص
This study aims at examining the association of using social media technologies,namely; Whatsapp application, as a learning tool for English Language learning
among College of Engineering's students at Hahdramout University for the
academic year 2018-2019. This study uses a survey-based methodology to collect
data from 50 enrolled students for the considered academic year regarding their
attitudes towards the use of WhatsApp in learning English Language. Using the
descriptive analysis, the results show that there is a positive satisfaction in the
attitudes of the students towards the use of WhatsApp in improving their learning
performance inside and outside the classroom. Further, the students indicated to the
fact that the WhatsApp is an easy application that can be used anywhere and
anytime as well as it can enhance students' interaction and learning experiences in
English Language. The results of this study can benefit decision and policy makers
at the University level.
Keywords: WhatsApp application, English Language, Hadhramout University.
JEL: N70
المراجع
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Attitudes of Females Students and Compared with Face to Face Learning in the classroom.
European Scientific Journal, 10(22), 116-136.
Andújar-Vaca, A., & Cruz-Martínez, M. S. (2017). Mobile Instant Messaging: Whatsapp and its
Potential to Develop Oral Skills. Media Education Research Journal, 25(50), 43-52.
https://doi.org/10.3916/C50-2017-04
BasmaIssa, A. A. (2013). The Effect of “WhatsApp” Electronic Dialogue Journaling on Improving
Writing Vocabulary Word Choice and Voice of EFL Undergraduate Saudi Students. Arab World
English Journal, 4(3), 213-223.
Beger, G., & Sinha, A. (2012). South African mobile generation Study on South African young
people on mobiles (pp. 1–47). unicef.
Davies G. & Hewer S. (2011) Introduction to new technologies and how they can contribute to
language learning and teaching. Module 1.1 in Davies G. (ed.) Information and Communications
Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]:
http://www.ict4lt.org/en/en_mod1-1.htm Mahmoudi, elham (June 30, 2012). "Attitude and student's
performance in Computer Assisted English Language Learning (CALL) for Learning Vocabulary".
procedia social and behavioral science 66: 489–498. doi:10.1016/j.sbspro.2012.11.293.
Davies G., Walker R., Rendall H. & Hewer S. (2011) Introduction to Computer Assisted Language
Learning (CALL). Module 1.4 in Davies G. (ed.) Information and Communications Technology for
Language Teachers (ICT4LT), Slough, Thames Valley University [Online]:
http://www.ict4lt.org/en/en_mod1-4.htm
Ghada, A. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward
learning. CogentEducation, 1-26.
Hani, N. A. B. (2014). The Impact of WhatsApp Group’s Utilaizition of EFL Students’ Vocabulary
Writing Amelioration. International Journal of University Teaching and Faculty Development, 5(2),
Platform for an Educational Development Project: Cofimvaba. International Journal of Information
and Education Technology, 5(12), 910-913. https://doi.org/10.7763/IJIET.2015.V5.636
Aicha, B. A. (2014 ). The Impact of WhatsApp Mobile Social Learning of The achievement and
Attitudes of Females Students and Compared with Face to Face Learning in the classroom.
European Scientific Journal, 10(22), 116-136.
Andújar-Vaca, A., & Cruz-Martínez, M. S. (2017). Mobile Instant Messaging: Whatsapp and its
Potential to Develop Oral Skills. Media Education Research Journal, 25(50), 43-52.
https://doi.org/10.3916/C50-2017-04
BasmaIssa, A. A. (2013). The Effect of “WhatsApp” Electronic Dialogue Journaling on Improving
Writing Vocabulary Word Choice and Voice of EFL Undergraduate Saudi Students. Arab World
English Journal, 4(3), 213-223.
Beger, G., & Sinha, A. (2012). South African mobile generation Study on South African young
people on mobiles (pp. 1–47). unicef.
Davies G. & Hewer S. (2011) Introduction to new technologies and how they can contribute to
language learning and teaching. Module 1.1 in Davies G. (ed.) Information and Communications
Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]:
http://www.ict4lt.org/en/en_mod1-1.htm Mahmoudi, elham (June 30, 2012). "Attitude and student's
performance in Computer Assisted English Language Learning (CALL) for Learning Vocabulary".
procedia social and behavioral science 66: 489–498. doi:10.1016/j.sbspro.2012.11.293.
Davies G., Walker R., Rendall H. & Hewer S. (2011) Introduction to Computer Assisted Language
Learning (CALL). Module 1.4 in Davies G. (ed.) Information and Communications Technology for
Language Teachers (ICT4LT), Slough, Thames Valley University [Online]:
http://www.ict4lt.org/en/en_mod1-4.htm
Ghada, A. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward
learning. CogentEducation, 1-26.
Hani, N. A. B. (2014). The Impact of WhatsApp Group’s Utilaizition of EFL Students’ Vocabulary
Writing Amelioration. International Journal of University Teaching and Faculty Development, 5(2),
