Social Networking in the Teaching of English

Abstract
The online social networking sites viz. the Facebook, Messenger, Twitter, WhatsApp and Instagram
are the most widely used platforms for routinely essential communications as well as for building
public rapport. In most parts of the world, the media of communication in all the social networking
sites is English. In the Middle Eastern countries, people use both Arabic and English as the languages
for communication in the prominent online social media. However, the role and implications of
using online social networking sites in teaching still remain unestablished (Roblyer et.al, 2010).
Simultaneously there are contradicting opinions and argument that keep on popping up on the the
use of social networking for the pedagogical purposes. In view of the ever-advancing trends in using
online social networking for every kind of communication, a study of the EFL teachers’ extent of
using digital social networking that entails the teachers’ levels of conformity, levels of comfort,
limitations and their beliefs, in using the social networking in the teaching of English is taken up at
the University of Tabuk in Saudi Arabia. A group of English language teachers at the university is
consulted for obtaining the data required for an analysis of their extent of using mobile social
networking as a teaching portal. A mixed methods research survey with a questionnaire on Likert
scale followed by semi structured face to face interviews will be employed for obtaining the data for
analysis. The data obtained on the Likert scale items will be subjected to the Cronbach’s alpha test
for measuring the internal consistency. After confirming the internal consistency of the items, the
resultant final data will be analyzed qualitatively in light of Janess’s (1932) conformity theory to
establish whether the teachers are comfortably in favor of using online social networking for
teaching purposes. And the inferences drawn from the analysis will be provided for further insight
into the use of social networking in the teaching of English.

Key words: online social networking, Facebook, Messenger, WhatsApp, EFL teaching, faculty
conformity and

Study Objective: The use of social networking as a means of communication in all walks of life all
over the world is continuously on ascent and its role in the teaching and the extent of its use for
teaching purposes remains still unestablished. In an effort to fill the void in establishing the role of
social networking in teaching, the present study aims at bringing forth the extent of the use of social
networking, that entails their conformity and comfort levels, in the teaching of English by the EFL
teachers at the University of Tabuk.

Purpose of the Study: We assume that teachers’ always need to get upgraded in terms of their
teaching styles, methods and modes and get their teaching activities sync with the ever-emerging
technological innovations. When teaching methods and modes are technologically on par with the
learners’ knowledge of technology and their styles of learning, teaching becomes more meaningful
and productive. In this regard, the purpose of the present study turns out to enlighten teachers
towards the use of social networking as a means of productive teaching, which in turn helps in
upgrading themselves into tech-savvy professionals.

Limitations: As the study is confined to a group of EFL teachers at the University of Tabuk in Saudi
Arabia, the generalizations of the output can be seen more appropriate to the teachers in Saudi
Arabia and to a greater extent to the teachers in the Middle East. Moreover, in view of the
limitations in the sampling, the output of the study may not be comprehensive and so further follow
up studies are recommended.

Introduction

Using online social media for pedagogical purposes, as per the opinion of many teachers in Saudi
Arabia, has become a topic of doubts and controversies as it invites the statements that are equally
valuable both in favor of and against the phenomenon for analysis. Many studies hold that online
resources provide lots of materials for pedagogical purposes and when they are integrated with the
social media, they become the most productive teaching resources. Despite the dissent of many
teachers, the use of online social media for pedagogical purposes is on ascent for the reason that
technology is unstoppably seeping into all aspects of human activities.

https://www.theguardian.com/teacher-network/teacher-blog/2012/apr/10/language-teaching-
social-media

Carter, H. L., Foulger, T. S., & Ewbank, A. D. (2008). Have you googled your teacher lately? Teachers'
use of social networking sites. Phi Delta Kappan, 89(9), 681-685.
http://www.pdkmembers.org/members_online/publications/Archive/pdf/k0805car.pdf

Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher
education: A comparison of college faculty and student uses and perceptions of social networking sites. The
Internet and higher education, 13(3), 134-140.
http://u.osu.edu/granello.1/files/2011/09/Facebook-and-Public-Image-22dkj6l.pdf

1. Social networking sites like Facebook messenger, Twitter, Instagram and WhatsApp are the most
powerful media of communication.

2. I use social networking sites for most of my communication purposes with all the people I
regularly interact.

3. I don’t use social networking sites for all my communication purposes because I have limited
access to Internet and so I am a choosy and occasional user of it.

4. I am aware that the social networking sites are great communication tools for pedagogical
purposes.

5. Using social networking sites is a part of my teaching methodology.

6. I consider using social networking sites in teaching as a productive instructional method for the
current generation.

7. I think that all the teachers of English language have got used to employing social networking
sites in their language instructional process.
8. Distributing work sheets and copies of the instructional materials is much easier by using the
social networking Apps in mobile phones and electronic notebooks..

9.