ESPOCH Congresses: The Ecuadorian Journal of S.T.E.A.M.
ISSN: 2789-5009
Leading Ecuadorian research in science, technology, engineering, arts, and mathematics.
Exploring the Effectiveness of Motivational Stories and Videos Shared via Facebook in Enhancing the Writing Skills of English as a Foreign Language (EFL) Students
Published date: Sep 25 2024
Journal Title: ESPOCH Congresses: The Ecuadorian Journal of S.T.E.A.M.
Issue title: Volume 3, Issue 4
Pages: 228–279
Authors:
Abstract:
This study analyzes the development of writing skills through the pedagogical use of motivational stories and videos on Facebook. Participants in this study were students from different parts of the country. Particularly, this mixed-methods research aims to determine how these technological tools help students enhance their writing skills at the same time find out students’ perceptions about the use of Facebook. In order to achieve these goals, a Facebook group page was created. The students were then asked to complete different activities, like reading short motivational stories and watching several motivational videos. The intervention lasted for two months. The students’ progress was assessed using rubric for measuring their ability to discover the main idea of the stories and videos, reporting the event sequence, using correct grammar and vocabulary, and summarizing information. A survey was conducted to determine students’ perceptions about the use of Facebook in this particular context. The results show that the pedagogical use of Facebook was positive since it catches students’ attention and helps them develop writing activities collaboratively.
Keywords: writing, reading, watching, skill, Facebook, pedagogical.
Resumen
Este estudio analiza el desarrollo de las habilidades de escritura mediante el uso pedagógico de historias y videos usando Facebook. Este estudio se realizó con estudiantes de diferentes partes del país. Particularmente, el propósito de esta investigación es determinar cómo estas herramientas tecnológicas ayudan a los estudiantes a mejorar su escritura y, correlativamente, conocer las percepciones de los estudiantes sobre el uso de Facebook. Para lograrlo, se creó un grupo en Facebook. Se pidió a los estudiantes que completaran diferentes actividades, como leer historias y ver videos de motivación. La intervención duró dos meses. El progreso de los estudiantes se evaluó con una rúbrica para medir su capacidad para descubrir la idea principal de las historias y videos, informar la secuencia de eventos, usar la gramática y el vocabulario correctos y resumir la información. Se aplicó una encuesta para conocer las percepciones de los estudiantes sobre el uso de Facebook en este contexto. Los resultados muestran que el uso pedagógico de Facebook es positivo ya que llama la atención de los estudiantes para desarrollar actividades de escritura de forma colaborativa.
Palabras Clave: escritura, lectura, observación, habilidad, Facebook, pedagógico.
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