Journal of English Language Teaching

Making a case for social networks and apps in language classrooms

Tamasha Acharya

Associate Professor of English, Shri MD Shah Mahila College of Arts and Commerce, Mumbai.

Keywords: English language teaching and learning, virtual learning, social media and apps in language learning

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Abstract

The impact and use of social media and other learning apps even among non-native users of English like our students cannot be underestimated or negated in our classroom today. New-age jobs, research activities and assignments and a powerful peer pressure have made the use of social media a necessity everywhere. In this context, can we say that knowledge of English among the vernacular-medium undergraduate learners is a deterrent and does not enable them to use social networks and language apps? A study was conducted among undergraduate learners in a suburban college to understand the situation. This paper argues that incidental and sometimes deliberate learning of English occurs during such use. Analysis of the results showed that limited or lack of knowledge of English language, grammar and spelling rules is not an obstacle for students while using social media and apps, and that learning occurs even in these digital spaces.

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References

https://www.statista.com/statistics/278407/number-of-social-network-usersin-india/

http://faculty.winthrop.edu/kosterj/engl507/slideshows/crystal2013.pdf

https://doi.org/10.1057/9781137414885_4

Toffoli, D. and G. Sockett. (2015). University teachers’ perceptions of Online Informal Learning of English (OILE). Computer Assisted Language Learning, Taylor.