The Implications of Using Online Social Networks for EFL Learner Self-Concept

• Nourollah Zarrinabadi ^[1] ; Ensieh Khodarahmi ^[2]
  1. [1] University of Isfahan

     University of Isfahan

     Irán

     
  2. [2] Allameh Tabataba'i University

     Allameh Tabataba'i University

     Irán

     
• Localización: Technology and the Psychology of Second Language Learners and Users / Mark R. Freiermuth (ed. lit.), Nourollah Zarrinabadi (ed. lit.), 2020, ISBN 978-3-030-34212-8, págs. 333-351
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • The research reported in this chapter examines whether teaching English via online social networks affects English as a foreign language (EFL) learner self-concept. Intermediate- and advanced-level EFL students received materials for classroom discussions prior to the class using the application Telegram. Subsequently, they submitted speaking assignments and received their teacher’s feedback via the same application. To see if the intervention facilitated any changes in learner self-concept, interviews that included stimulated recalls were conducted with participants. The results showed that the Telegram application created positive beliefs about language learning for both groups. Moreover, the data analysis revealed that Telegram produced changes in certainty, stability and affective aspects of learner self-concept. The implications of the findings for teaching English in foreign language contexts are also discussed.