Date of Graduation

12-2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Lincoln, Felicia F.

Committee Member

Bowles, Freddie A.

Second Committee Member

Bengtson, Ed

Third Committee Member

Farah, Mounir A.

Keywords

Educational Technology; English as a Foreign Language; English as a Second Language; English Learning; English Teaching; Social Media

Abstract

The attention on using social media for educational purposes is increasing. Research shows that social media platforms are effective teaching and learning tools. The purpose of this study was to examine foreign language teachers’ experiences in using social media in the teaching and learning of English. Research Design: A qualitative research method was used for the data collection and analysis. Data were collected through a survey and in-depth interviews with foreign language teachers. The participants included 35 English teachers (15 for the interview, 35 for the survey) representing different educational levels, including public and private schools and foreign language institutions. Data were analyzed using multiple cycles of coding and ongoing dialogic engagement. Findings: Analysis of the data revealed five different themes (the purposes of social media use, social media as a tool, perceived benefits, and the challenges of social media use) related to teachers’ experiences of using social media in English teaching and learning. The participants used social media to support their classroom instruction and to teach English culture. They also perceived social media platforms as tools that can be used to assess student learning and language development and differentiate classroom instruction. In terms of benefits, the participants indicated that social media increase student motivation and engagement, enhance teaching practices, and help to build a learning community among students. The study also identified some challenges associated with social media integration, such as a lack of support and training, low self-efficacy among teachers, and misgivings about the use of social media in the classroom. Significance and Implications: The study provides a clear picture of the current use of social media for educational purposes. It bridges the gap between policymakers’ expectations and teachers’ current technology use, and reinforces the effort to institute more fruitful education reform.

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