Integrating Social Media Technology in the Teaching of English as a

Foreign Language to Libyan Teenaged Students

_____________________________________________________________________________
Dr. Reda Elmabruk, Assistant Professor, Department of English, Faculty of Education,
University of Tripoli
E-mail: r.elmabruk@uot.edu.ly

Mr. Yousef Albaseer, Libyan Open University, Janzour, Tripoli, Libya.

E-mail: y.albaseer@gmail.com

Abstract
This paper investigates the integration of Facebook as a social media technology tool in
supporting the teaching of English as a foreign language to Libyan teenaged students. The venue
was a private language centre in Tripoli, equipped with a computer laboratory. The research
adopts a mixed-methods approach where quantitative and qualitative analyses of data were used.
In addition to teachers and students’ questionnaires, qualitative data was obtained from students’
interaction and participation in Facebook activities. The findings reveal a significant gap in social
networking knowledge as well as other educational technology, which needs to be addressed in
order for them to facilitate and enhance language learning for their students. The Facebook group
networking activities were limited to a certain degree and needed some encouragement, some of
which were irrelevant to the tasks at hand but nevertheless communicative and informative. The
researchers recommend that teacher training and development should incorporate use of social
media technology in ELT and that teenaged learners of English, especially in public schools,
should receive appropriate instruction, within their computer study sessions, on the appropriate
use of social media.
1. Introduction
In the Libyan context, traditional language teaching methodologies rely on three main elements:
The teacher, the course book, and limited visual aids. Teaching aids, however, are limited to the
board and flash cards, charts or posters usually prepared by teachers.
Audio teaching aids were first introduced in public schools in Libya during the 1980’s, where
audio cassettes accompanied the course books. By the 1990’s, the computer and the internet
emerged and within a short time the internet was introduced in public cafes through out the
country.
Motivated by commercial interest, and in the absence of public-sector programmes in educational
technology, the private sector conducted courses on using the internet and other computer
applications. Consequently (based on the authors’ experience), learners made their first steps into
using social media technology and became familiar with vocabulary items, such as “chat”,
“download”, “e-mail”, “sign in”, etc. It can be said that a new Libyan teenage generation of
English language learners had emerged with basic computer and internet knowledge.
2. Research statement
The research is driven by the emergent interest of Libyan teenaged learners of English in social
media technology, and how such an interest can be directed towards furthering their English
language proficiency within TEFL contexts. It is hypothesised that with the basic social
networking experience Libyan teenaged learners have accumulated thus far, they are better
1
positioned, than other non-experienced learners, to adapt to the use of social networking media to
support the learning and teaching of English in public and private schools. Whether the Libyan
EFL teachers concerned are capable of integrating such technology in or out of the classroom to
support and enhance the teaching of English is another questionable matter.

3. Research questions
Based on the thrust of the research statement, this paper attempts to answer four research
questions associated with integrating social media technology in TEFL courses which
accommodate Libyan teenage learners:
1) Can social media technology be successfully incorporated into English language
teaching and learning in the Libyan context?
2) How can social media technology promote the English teaching and learning process?
3) Are Libyan EFL teachers equipped with the necessary knowledge and skills to be able
to incorporate social media technology in ELT?
4) What setbacks or limitations may hinder the integration of social media technology in
the teaching and learning of English as a foreign language to Libyan teenagers?
4. Aims of the research
The research aims to investigate the use of social media technology in the teaching of English to
Libyan teenage learners in private settings and demonstrate whether such an approach can be
beneficial to ELT in Libya. The research also aims to identify the possible limitations that may
impede this approach from being practiced in Libyan public schools.
5. Scope and participants
The scope of the research included two types of Libyan educational institutions in Tripoli, both
public and private; the number of participants involved in the research is inserted following each
institution, as follows:
 Al Quds Preparatory School for boys and girls (public), located in Kishlaf district, Hay
Alandalus, Tripoli: ten teachers.
 Suha Bshara Girls Secondary School (public), located in Ghot Eshaal district, Hay Alandalus,
Tripoli: ten teachers of English.
 LiBTES Language Training and Consultation Co. (private), located in Essiyahiya district,
Tripoli: twenty students and five teachers of English.
6. Research methodology
The research is mainly concerned with applications of social networking, Facebook in particular,
by teenaged learners in ELT contexts. Therefore, and to provide a satisfactory answer to the above
set questions, a mixed-method approach was implemented where quantitative and qualitative
methods were used. Basically, three methods of data collection were used: questionnaires with
teachers and students, semi-structured teachers’ interviews, and document analyses. The
questionnaires were translated into Arabic to ensure reliable responses.
In order to engage the participating students in the use of media technology, three Facebook
closed groups for elementary, pre-intermediate, and intermediate English levels were created.
Relevant documentation of Facebook activities were made and later analysed.
 Teachers’ questionnaire: The teachers’ questionnaires were equally distributed to twenty
teachers in two public schools, namely Al Quds and Suha Bshara schools. Fourteen of the
2
 questionnaires were returned. The questions involved the use of educational technology,
computer applications and social networking in ELT. See Appendix A for details.
 Students’ questionnaire: Another set of questionnaires (Appendix B) was administered to
twenty students at LiBTES Training Centre with regards to their use of educational
technology, computer applications, and social networking in learning English.
 Teachers’ structured interviews: The interviews were structured consisting of fourteen
questions related to general ELT issues and the use of ICT in language teaching. Five teachers
of English at the LiBTES Training Centre were interviewed; four of the interviews were
audio-recorded having first obtained teachers’ consent.
 Documentation: Social media activities by students on Facebook were monitored and
recorded during a general English language course at the LiBTES Training Centre.
7. Theoretical framework
7.1 The role of media technology in language teaching
According to Kayode (2012), some controversy has developed in the past few yeas over the value
of Information and Communication Technology (ICT) in general and media technology in
particular, on the learning and teaching of language. Even though some educationalists assert that
media technology is likely to improve the teaching and learning of language and make learners
more competent, others claim that there is no guarantee regarding its prospects since many
teachers are not up to date with the technology and with the ways of implementing it effectively
for language teaching purposes.
Whilst some researchers have implied that media often stays archaic, confined to basic writing
tasks and surfing around the web, others argue that this has been attributed partly to teachers'
modest perception of the role carried out by media technology in language teaching, a state of
affairs which implies that using computer is just a platform in which various techniques, methods
and pedagogical beliefs are put into practice. This suggests that the application of media
communication technology in language education has its benefits and drawbacks (Kayode, 2012:
2-3), which language teachers should be aware of so that they can utilise it appropriately and more
effectively.

7.2 Social networking: a learning platform for teenagers

As defined by Davis (2015:1), social networking is “using the internet to interact, form
communities, and build connections with people who share common interests”. With the
emergence of modern interactive media technology, social networking platforms, such as
Facebook, Twitter, Instagram etc., have been invariably used by teenagers for different purposes.
Davis (ibid: 1) reports that teenagers use social networking, such as Facebook, Tumbler, Twitter,
Snapchat and Instagram to:
 create online profiles
 post comments on their own and other people’s posts, photos and videos
 upload links, photos and videos, in which they can tag other people, or be tagged by
others
 send and receive messages
 join or follow interest groups.

Teenage generations of English language learners are becoming eager to engage and keep pace
with interactive media technologies, to the extent that it is becoming part of everyday life. In
addition to interactive engagement in daily life affairs, such social media networking allows

3
individuals to learn at their own pace instead of being bound to their classmates in traditional
classroom conditions (Boulton, 2008).
Furthermore, teenage learners have taken to this new trend of social interaction through
networked technology. It would seem true to say that they tend to respond to and interact with
their tutors more than they do in the stereotypical classroom settings. In actual practice, the
integration of social media technology in ELT has proved to be quite effective in promoting
learner-learner interaction, with less effort and less time-consumption. According to Rodriguez
and Anicete (2010), the combination of traditional and modern teaching/learning has its attraction
as a choice due to two important factors: First, teachers and students maintain their comfort zone
of the face-to-face mode; second, research suggests that hybrid modes of learning offer great
opportunities for active learning.
Reynard (2007) maintains that students welcome the integration of social networking as it allows
direct contact between teachers and learners, as well as modelling and selecting their online
learning styles. Whittaker ( 2013) emphasises that teenagers have taken to this new trend of
interactive learning, and they respond and interact with tuition more than they do in traditional
classroom learning. In addition, while taking part in social networking, there are plenty of
prospects for students to achieve self-confidence and extend themselves, particularly for ESL
students who learn the language for more than enjoyment. For them to preserve stride with ELT
and get more confidence, they need to step into the realm of media technology (Madhavaiah,
Nagaraju and Peter, 2013). “When used responsibly and creatively, social networking can afford
students new learning opportunities” (Rozema, 2009:4).
However, Madhavaiah et al (2013) warn that as a consequence of the growth of media technology
in ELT, the requirement for computer literate and competent teachers to educate students has
become a must. The teachers’ goal should be, as Jenkins et al (2006:8) pointed out, "to encourage
youth to develop the skills, knowledge, ethical frameworks, and self-confidence needed to be full
participants ". Many of the youth are already participating in social media networks rather
informally through various affiliations in open social networking sites. Therefore, with enhanced
networking and instructional skills by teachers, it would take little effort and encouragement to
engage such keen learners to participate in educational material, since “what is clear ... is that
most school students readily distinguish academic interaction with their teachers from the social
exchanges they share with their peers” (Rozema, 2009: 39).
Moreover, novice learners of English are invariably not skilful enough to judge the value of
certain English material provided on any multimedia tool as adequate in terms of proficiency or
accuracy or appropriateness. Therefore, guidance and monitoring of activities by the teacher or
tutor is required in directing communication and/or discussion so that messages or comments are
relevant to the learning tasks at hand.

7.3 Using Facebook for language teaching

One of the most popular social media networks among teenaged learners is Facebook, with over
60 million active users worldwide (Lenhart, 2015). Patel (2009) points to a British Council report
in which 69% of learners throughout the world learnt more successfully when they informally
interconnect through Facebook.
As one of the most well known social networks, Rozema (2009) suggests that teachers can make
use of Facebook for school-related objectives like providing information or assisting with a task,
but that they should keep a safe social distance from students and not to utilize Facebook to spy

4
on them. In the open community of Facebook, however, behaving as a teacher and appearing like
a voyeur can be indistinguishable. For this purpose, Rozema (2009: 4-5) points to some useful
etiquettes for teachers who use Facebook for pedagogical purposes. For example, he encourages
using Facebook groups to introduce learning activities and associated material, but advices
teachers to keep a safe distance by not befriending students;
Use Facebook to communicate academic information to your students. The easiest
way of doing so is to set up a Facebook group for your class which does not require
friending students and which functions much like a class bulletin board.

Most importantly and for pedagogical purposes, Rozema (ibid: 4) advices teachers to remind their
students that “any content they post to the class group must be school appropriate”. It is good to
know that, as reported by NSBA (2007: 1) "almost 60 percent of students who use social
networking talk about education topics online and, surprisingly, more than 50 percent talk
specifically about schoolwork". Adhering to appropriateness and relevance of Facebook posts
and comments should keep students on track with respect to learning objectives set by the teacher
for a particular lesson or lessons.

8. The Facebook page: Learn English

The popularity of Facebook amongst teenagers was a good reason for choosing it as a platform to
support ELT. Consequently, a Facebook page, Learn English (Figure 1), was created as an
innovative way for teaching English and to encourage teenage learners at LiBTES Centre for
Language Training to interact with each other and communicate with the teacher.

Figure 1: The Learn English Facebook page

Within the Learn English page, three closed students’ groups were created according to their
proficiency level: Elementary, pre-intermediate, and advanced.
 Elementary group: Targeted a population of 19 teenage students all of whom were females.
 Pre-intermediate group: Targeted a population of 11 teenage students: 6 males and 5 females.
 Intermediate group: Targeted 8 teenage students, 5 males and 3 females.
All the students in the three groups above were regular attendants of a 16-week general English
course at LiBTES. The course book used was New English File, which caters for the three
aforementioned levels of English.

9. Data analysis and discussion

The data obtained from the teachers’ questionnaires and were transferred to MS Excel worksheets
for statistical analyses. The data from Facebook interactions were analysed qualitatively. First, the
data concerning the teachers’ questionnaires and structured interview are discussed followed by a
qualitative analysis of the students’ participation in the Facebook groups

5
9.1 Knowledge of educational technology
An analysis of the average differences between teachers and students’ knowledge in educational
technology, computer applications, and social networking (Figure 2 below) reveals that students’
averages are generally higher than those of the teachers in all three aspects of knowledge.

Tech Know Computer Apps Social Network

68%
56%

36% 37%

18%
12%

Teachers' Percentage Students' Percentage

Figure 2: Percentage differences between teachers and students

68% of the students’ have more technical knowledge, compared to 56% of the teachers. Similarly,
a higher percentage of students are more familiar with computer applications than for the teachers
(only 12%). With respect to social networking knowledge, again the students have the upper hand
with 37% of them being more familiar with social networking than the teachers (18%).
These average differences indicate that students’ knowledge of educational technology is, by far,
higher than those for the teachers- social networking being a particular focus. That can only
suggest that teachers are in need to acquaint themselves with social networking knowledge and
skills in order to bridge the gap between them and their students on the one hand, and on the other
to be able to take on board media technology applications in their language teaching practices.
Social networking, being a trendy and realistic way of communication between teenage learners,
would be quite advantageous in enhancing teenaged learners’ communicative skills, at least those
in writing since social media at the moment is designed to cater more for the written than the
spoken word.

9.2 Knowledge of social networking

A comparative inspection of teachers and students knowledge of social networking (Figures 3 and
4 below) shows that, in this sample, more teachers (60%) seem to have more knowledge of using
Facebook than students (45%); whereas more students (50%) are acquainted with Twitter than
teachers (only 10%); for other programmes, the advantage is in favour of teachers with 30%
compared to only 5% for students.

6
 Teachers Students

10%
Facebook Facebook
45%
30% Others 50% Others
60% Twitter Twitter

5%

Figure 3: Teachers' knowledge of social networking Figure 4: Students' knowledge of social networking

This perhaps suggests that, since Facebook was first to appear as a social networking media, it
started to gain more popularity with teaches, but as Twitter arrived on the scene, teenaged learners
seem to have caught onto it faster than teachers who still lag behind in this respect.

9.3 Facebook activities

As the course began, the students were urged to follow up the Facebook content of the
supplementary material provided for their level. The links to those activities were posted for each
group. Following are two screenshots (Figure 5 and 6) for illustration and guidance to students.
Because students were not competent enough at this level to understand what the assignment was,
some Arabic explanation was used to ensure full understanding.

Figure 5: Link to online content (Elementary)

It is also noted that the Facebook material postings were seen by 15 students (out of 19) in the
elementary level; for the pre-intermediate level the postings were seen by everyone (11 students).

7
 Figure 6: Link to Facebook content plus explanation (Pre-intermediate)

A video link demonstrating sentence stress shift by a native speaker teacher was uploaded on the
Elementary group Facebook page, after being viewed in the class. The intent was that students
listen to the video again at home and practice stress shift by repeating after the speaker. Figure 8
below shows the screenshot of the reference to this video on the elementary Facebook group.

Figure 7: Sentence stress shift practice on Facebook for Elementary students

8
The students in both groups were also required to do homework and participate in additional
exercises. To avoid the embarrassment of making mistakes, and to avoid copying of answers,
students were asked to send their homework, or their answers to online exercises in private
messages. Feedback was sent back to students in the same way. Figure 9 shows examples of such
Facebook interaction.

Figure 8: Facebook feedback interaction

Figure 9: Samples of homework feedback

9.4 Teacher-student interaction

Madhavaiah et al (2013) maintain that teaching through multimedia stresses the role of students,
and the importance of “interaction” between them and their teachers. An attractive feature of
multimedia in teaching is to train and improve students’ ability to listen and speak, and to develop
their communicative proficiency. The teacher’s role is that of facilitator employing appropriate
9
multimedia in contexts to enhance interaction between teachers and learners (Madhavaiah,
Nagaraju and Peter, 2013). To encourage constructive interaction on Facebook, the following
activity was carried out too.

Figure 10`: Interaction extract 1 for pre-intermediates

Figure 11: Interaction extract 2 for pre-intermediates

10
9.5 Students’ participation
Participation of students at the pre-intermediate and intermediate levels on Facebook varied in
terms of relevance and appropriateness. Figure 12 shows a relevant example from the intermediate
level which was seen by nine students; comments, however, were limited to “like” or “unlike”.

Figure 12: Relevant student participation

The participation in Figure 13 is a shared posting by an intermediate student. Even though the
posting is a drift from the lesson content, it could still count as a contribution to language
learning, be it in a round about way. A shared posting like this could be seen as an invitation of
opinions and comments on having a positive outlook on life; how one perceives the implications
of the words ‘fail’, ‘end’ and ‘no’.

Figure 13: An example of an irrelevant participation

Table 1 below shows a summary statistics of students’ participation in the three Facebook groups.
11
 Table 1: Statistics of students’ participation Error! Reference source not found.Error! Reference source not
found.
Level Members Posts by Posts by Members' Admin replies/ Shares
admin members comments comments
Elementary 14 8 0 13 8 0
Pre-intermediate 11 15 17 22 15 0
Intermediate 9 11 2 5 4 0
Total 34 34 19 40 27 0

Highlighting members’ posts and comments as Figure 14 illustrates, it can be seen that posts by
the elementary group (14 members) are nil, while their comments on other posts are 8. This shows
a lack of initiative perhaps due to the students’ elementary level of language proficiency.

25 22

20 17
13
15

10 Posts by Members
5
5 2 Members' Comments
0
0

Figure 14: Statistics of students’ Facebook posts and comments

With respect to the pre-intermediate group (11 members), there was more active participation
from the students; 17 posts and 22 comments constituting 89% and 55% of the total postings and
comments, consecutively. In the intermediate group less active participation is noted with only 2
(2%) postings and 5 (12%) comments. Shared postings across the groups are none. It is worth
noting here that in comparison to admin postings (34), students’ total contributions (19 or 36%)
are somewhat low. With respect to admin comments (27), however, students’ participation in
Facebook activities is quite encouraging at 40 comments making up 60% of total comments.

10. Research findings

In view of the collected data and subsequent discussion, the following conclusions can be made:
 Compared with teachers, teenaged students generally have significantly more sound
knowledge with respect to using modern media technologies, such as mobiles, computers, the
internet, and social networking sites. The reason behind this raised level of teenaged students’
knowledge is that they were born with modern technologies easily available around them and
with reasonable cost, whereas most teachers belonged to an older generation who lacked such
technological gadgets and were never educated or trained to operate them.

 Social networking is known to a considerable number of students, but is not used for English
language learning in particular. On the other hand, English teachers’ knowledge of computers,
the internet, and social networks is limited. It is assumed, therefore, that if teachers of English

12
 do not catch up with their students, a knowledge gap will continue to exist and the Libyan
teachers are likely to struggle with the use of social networking applications for ELT.

 Students’ interaction in social networking for the purpose of English language learning
through Facebook is perhaps limited in quality in some way. Although large numbers of
students do access their dedicated Facebook pages with certain tasks at hand, the level of
participation is relatively low, and the relevance to the given task of responses is questionable
though social communication is achieved. With respect to quantity of participation, statistics
show a relatively low rate of postings initiated by students at 36%, but on the other hand the
rate of comments on other postings is reasonably high at 60%. There are no shared postings,
however. While these statistics may show a little lack of initiative on the students’ part
perhaps due to their shortage of confidence in initiating or proposing ideas, their participation
in sending comments about other postings is quite encouraging.

11.Recommendations
ICT and media technology including access to networking sites should gradually be introduced in
public and private schools. Media technology and social networking can be a short-cut towards
rapid and cost-effective development in language teaching in terms of time, money, and effort.
ELT teachers, however, need to be properly trained in facilitating the implementation of media
technology tools for pedagogical purposes in and out of the classroom.
It is recommended that future research is carried out on effective implementing new media
technologies and social networking for English language teaching and learning. Research should
focus on effective guidance and monitoring over the accessed material as well as over the topics
of discussion.

13
References
Boulton, H (2008) Managing e-Learning: what are the Real Implications for Schools? The
Electronic Journal of e-Learning. 6/1: 11–18 (online: 15.8.2016). Available online at
www.ejel.org
Davis, T. (2015). Social Networking, Raising Children Network (online: 18.8.2016). Available at:
http://raisingchildren.net.au/articles/social_networking.html.
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robison, A. (2006). Confronting the
Challenges of Participatory Culture: Media education for the 21st century. Chicago, IL: The
MacArthur Foundation (online: 20.8.2016). Available
at: http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-
E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF.
Kayode, O. V. (2012). International Conference "ICT for Language Learning" (online:
27.3.2014). Available at: http://conference.pixel-
online.net/ICT4LL2012/common/download/Paper_pdf/38-IBT104-FP-Viatonu-ICT2012.pdf.
Lenhart, A. (2015). Teens, Social Media and Technology: Overview 2015, Pew Research Center
(online: 18.8.2016). Available at: http://www.pewinternet.org/2015/04/09/teens-social-media-
technology-2015.
Madhavaiah G., Nagaraju Ch. and Peter S. (2013). Importance of Technology in Teaching and
Learning English Language. International Journal of Scientific Research and Reviews, 2(3), 146-
154 (online: 30.5.2014). Available at: www.ijsrr.org/down_225.php.
National School Board Association (2007). Creating & connecting: Research and guidelines on
online social and educational networking. Alexandria, VA (online: 30.5.2014). Available at:
http://www.nsba.org/site/docs/41400/41340.pdf.
Patel, T. (2009). Social Networks Teaching English (online: 31.5. 2014). Available at:
http://www.teachingenglish.org.uk/category/tags/social-networks-teaching-english.
Reynard, R. (2008). Social networking: Learning theory in action. Campus Technology (online:
28.8.2016). Available at: http://www.campustechnology.com/articles/63319.
Rodriguez, M. A. and Anicete, R.C.A. (2010). Students’ views of a mixed hybrid ecology course.
Journal of Online Learning and Teaching 6/4: 791–798.
Rozema, R. (2009). Improving the Teaching and Learning of English Language Through the Use
of Information and Communication Technology: Prospects and Challenges (online: 17.5. 2014).
Available at: http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1054&context=lajm.
Whittaker, C. (2013). Blended Learning (online: 12.4. 2014). Available at:
http://www.teachingenglish.org.uk/sites/teacheng/files/D057_Blended%20learning_FINAL_WEB
%20ONLY_v2.pdf.

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 Appendices
Appendix A
Teachers’ questionnaire on using technology for ELT

Please complete this questionnaire if you are currently teaching General English for Elementary or above.
The researcher appreciates your cooperation and undertakes that any information you give is for academic
purposes only and will not be used to identify you in person. Please place a tick (√) where appropriate.

Section 1: Personal details (optional)

Name Age Nationality Phone No. or e-mail address

Section 2: Teacher’s qualifications and experience:

1. What teaching qualification do you have?
Diploma: High Institute for Teachers BA MA * Other

* Other teaching qualifications:

__________________________________________________________________
2. Are you a professional teacher of English?
Yes No
(A graduate of Faculty of Education )
3. How long have you been teaching English?
Less than 1 year 1 – 3 yrs 4 – 6 yrs 7 – 10 yrs Over 10 yrs

4. Which of the following technological facilities do you know/ or use?

Mobile CD/ DVD Smart Language
Computer Projector Internet
Phone Player Board Lab

5. Do you have sound knowledge of the following applications?

Your assessment of your knowledge
Computer Applications
Good Very good Excellent
MS Word
MS Excel
MS Power Point
Photoshop
Design applications
Others (please specify)
1.
2.
3.
Internet Applications
Website designing
Search engines
Facebook
Twitter
Youtube
Others (please specify)
1.
2.
6. What modern technical teaching aids are available in your school?
CD/ DVD Smart Language
Computers Projectors Internet
Players Boards Lab

7. Are the above facilities (if available) accessible to...

15
 English teachers only? students only? teachers and students?

Section 3: Current class & teaching techniques

1. How many General English classes do you teach per week?
1 2 3 4 Other

2. What age of students have you taught so far?

6 – 12 yrs 13 – 20 yrs 21 – 35 yrs Over 35 yrs

3. Which of the following lessons would you consider teaching without materials?
Grammar Vocabulary Pronunciation Speaking Listening Writing

4. Do your students refer you to language material on CD’s, DVD’s or the internet?
Yes, always Yes, sometimes No, never
5. How often do you use a course-book during class?
 Never
 Once a week
 Twice a week
 Three times a week
 Four times a week
 Always
 Other (please specify)

6. Do you find the use of a course book restrictive in class?

Yes No
7. How often do you use the following techno- aids to teach English?
Usage per week
Tech. Teaching Aids
In every class Once a week Three times a week Never
CD/ DVD Player
Computers
Projector
Smart Board
Language Lab
Internet
8. Do you believe that teaching English is easier and more effective when using modern technology?
Yes No
9. Do you believe that using Social Networking like Facebook can help in teaching English?
Yes No
10. Have you ever visited any website(s) for teaching/learning English? If so, please name it/them.

Thank you for taking the time to complete this questionnaire.

16
 ‫‪Appendix B‬‬
‫‪Students’ questionnaire on using educational technology‬‬
‫‪for learning English‬‬
‫استبيان للطلبة حول استخدام التقنيات الحديثة في تعلم اللغة اإلنجليزية‬

‫يرجى التكرم بتعبئة هذا اإلستبيان إذا كنت في الوقت الحاضر تتلقى تدريبا ً في اللغة اإلنجليزية في المستوى اإلبتدائي فما فوق‪ .‬إن المعلومات‬
‫التي ستدلي بها هي لغرض بحث أكاديمي ولن يتم نشرها‪ .‬وسوف لن يتم الكشف عن أسماء من يتقدمون بتعبيئة هذا اإلستبيان‪ .‬آيرجي وضع‬
‫عالمة ) √ ( في المكان المناسب‪.‬‬
‫القسم األول‪ :‬بيانات شخصية ( إختياري)‬
‫رقم الهاتف أو عنوان البريد األلكتروني‬ ‫العمر‬ ‫اإلســـــــم‬

‫القسم الثاني‪ :‬معارف واستخدامات التقنيات الحديثة‬

‫‪ .1‬ما المستوى الدراسي الذي تمر بها اآلن؟‬
‫ماجستير‬ ‫جامعي‬ ‫مرحلة التعليم المتوسط‬ ‫مرحلة التعليم األساسي‬

‫* المؤهالت األخرى غير ما هو محدد‪:‬‬

‫__________________________________________________________________‬
‫‪ .2‬أي من التقنيات التالية تستخدم أو تعرف ؟‬
‫اإلنترنت‬ ‫الكمبيوتر‬ ‫الهاتف النقال‬

‫‪ .3‬هل لك معرفة كافية بأي من هذه التطبيقات ؟‬

‫تطبيقات اإلنترنت‬ ‫تطبيقات الكمبيوتر‬
‫تصميم المواقع والصفحات‬ ‫مايكروسوفت ورد‬
‫محركات البحث (…‪)Google, Yahoo, Ask,‬‬ ‫مايكروسوفت إكسل‬
‫فيس بوك‬ ‫مايكروسوفت باوربوينت‬
‫تويتر‬ ‫فوتوشوب‬
‫يوتيوب‬ ‫برامج التصميم‬

‫‪ .4‬أين ‪ /‬كيف تعلمت استخدام الكمبيوتر والتطبيقات السابقة؟‬

‫مجهود فردي‬ ‫من خالل دورات تدريبية في معاهد خاصة بمقابل‬ ‫في مدرسة أو معهد أو جامعة تابعة للدولة‬

‫‪ .5‬ما تقييمك الستخدام التقنيات الحديثة في تعلم اللغة اإلنجليزية؟‬

‫استخدامها مفيد جدا‬ ‫استخدامها مفيدة إلى حد ما‬ ‫استخدامها غير مفيد‬

‫‪ .6‬أي من هذه الوسائل المساعدة متوفرة ويتم استخدامها في المكان الذي تدرس به حاليا ً ؟‬
‫خدمة‬ ‫شاشات‬ ‫عارض بيانات‬ ‫أجهزة‬ ‫أجهزة تشغيل‬
‫معمل لغات‬
‫اإلنترنت‬ ‫عرض‬ ‫(بروجيكتور)‬ ‫كمبيوتر‬ ‫‪DVD/ CD‬‬

‫‪ .7‬هل حاولت تعلم اللغة اإلنجليزية عن طرق شبكات التواصل االجتماعي ( فيسبوك – تويتر )‪ ،‬أو من مواقع تعليمية أخرى؟‬
‫مواقع تعليمية أخرى‬ ‫تويتر‬ ‫فيسبوك‬

‫‪17‬‬
 ‫ اإلنترنت)هل ترى ضرورة وجود مدرس‬،‫الموبايل‬،CD ‫ البرمجيات التعليمية المتوفرة على‬،‫ في ظل توفر التقنيات الجديثة ( الحاسوب‬.5
‫اللغة االنجليزية لتعليم اللغة؟‬
‫ال داعي لوجود المدرس‬ 
ً ‫وجود المدرس مهم دائما‬ 
‫وجود المدرس مهم كعامل مساعد فقط‬ 

‫ هل استفدت من استخدام الوسائل المعينة المستخدمة في المكان الذي تدرس به حاليا ً ؟‬.6
‫ال‬ ‫نعم‬
.‫لكم كل الشكر والتقدير على الوقت الذي قضيتموه في تعبئة هذا االستبيان‬
__________________________________________________________________________
Appendix C
Teachers structured interview
Name of interviewee: ____________________________
Nationality: _______________
School / Institute: _________________________
Gender: M / F
Section 1: Teacher’s qualifications and experience:
1. What teaching qualification do you have?
Diploma: High Institute / Teachers BA MA Other (please specify)

Other Teaching Qualifications: ________________________________________________

2. Are you a professional teacher of English? Yes No
( A graduate of a Faculty of Education ? )
3. How long have you been teaching English?
Less than 1 year 1 – 3 yrs 4 – 6 yrs 7 – 10 yrs Over 10 yrs

4. Which educational technologies do you know/ or use in your everyday life?

Mobile CD/ DVD Smart Language
Computer Internet
Phone Player Board Lab

5. What modern teaching aids are available in your school?

CD/ DVD Smart Language
Projector Computer Internet
Player Board Lab

Section 2: Current Class & Teaching Techniques

1. How many General English classes do you teach per week?
1 2 3 4 Other

2. What age of students have you taught so far?

6 – 12 yrs 13 – 20 yrs 21 – 35 yrs Over 35 yrs

3. Are the above facilities, if available, accessible to...

English teachers only Students only Teachers and students

4. Which of the following lessons would you consider teaching without materials?
Grammar Listening Speaking Writing
Vocabulary Pronunciation Reading Other

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5. Do you ever teach a lesson without any material, handouts or worksheets?
Yes No
6. How often do you use a course-book during a class? (Tick ONE)
 Never
 Once a week
 Twice a week
 Three times a week
 Four times a week
 Always
7. Do you find the use of a course book restrictive in class?

Yes No

8. Do you believe that it is important for the teacher to participate in classroom talk?

9. Do you in class.....:
 allow learners to choose the material to be covered?
 provide learners the opportunity to create their own material?
_____________________________________________________________________________
Thank you for your time and information.

19