INTRODUCTION
Rationale
In today's world, information technology significantly impacts various sectors, including education, where it enhances both teaching and learning processes The integration of technology in English language education has made these activities more convenient and effective, leading to a growing emphasis on its application in the classroom As noted by Chapelle (2001, p 1), leveraging information technology in English instruction is increasingly encouraged.
In the 21st century, the integration of technology into daily language use has transformed language learning into a crucial aspect of life This shift carries significant implications for applied linguists, especially those focused on second language acquisition.
Advancements in information technology have significantly transformed student engagement in learning activities As noted by Yaşar and Karadeniz (2011), learning is a lifelong process, allowing language learners to study consciously or unconsciously anytime and anywhere The rise of social software has created new opportunities for English language learners to self-study outside traditional classroom settings This can include activities such as using social networking sites, seeking help from friends online, writing blogs to share knowledge, watching video tutorials for pronunciation, and participating in online multimedia sharing platforms Although social software was not originally designed for educational purposes, Dalsgaard (2005) suggests that these tools can effectively support the learning process.
In the past decade, social software has significantly influenced technology use in education (Yaşar & Karadeniz, 2011) The rapid expansion of research on social software technologies has sparked interest in their educational applications, especially regarding student engagement (Minocha, 2009; Hurn, 2012; Hooper, 2014) Bryant (2007, p 9) emphasized that the integration of social software tools and techniques will be a key indicator of emerging technology's role in education in the coming years.
In Vietnam, the integration of modern technology into daily life is evident, particularly through the widespread use of social software A 2012 survey by Kemp revealed that there were 140 mobile phones for every 100 Vietnamese citizens, with 75% of households owning a desktop computer and 86% of internet users engaging with social software Additionally, the 2011 NetCitizens Report by CimigoLive indicated that 36% of internet users were active on social networking sites, while 20% maintained personal blogs, highlighting that these platforms are predominantly utilized by the youth aged 15 and above.
At 24 years old, individuals are typically engaged in school or university, highlighting the significant demand for social software among the youth and students in Vietnam.
Social software is increasingly popular among Vietnamese students, reflecting a broader trend in the digital era where devices like computers, laptops, and smartphones are widely accessible According to Dang, Nicholas, and Lewis (2013), integrating innovative technology into English language learning and teaching has become crucial at all educational levels in Vietnam Furthermore, the use of social software for educational purposes is gaining significance in Vietnamese universities, driven by technological advancements.
3 is offering EFL learners a chance to learn English not only inside the class but also outside the classroom
Third-year English major students at Hue University College of Foreign Languages (HUCFL) are currently facing significant challenges in their English learning journey With the recent shift to a credit-based training system, the dynamics in the classroom have changed, requiring students to take greater responsibility for their own knowledge acquisition, while teachers primarily serve as instructors The curriculum indicates that students have only eight 50-minute periods per week dedicated to English skills, along with an additional eight periods for related subjects, which is insufficient for adequate practice Furthermore, under Vietnam’s National Foreign Language 2020 Project, students are mandated to achieve level 5 of the language proficiency framework before graduation, necessitating extensive self-study outside of class to meet these requirements and successfully earn their bachelor’s degree.
To enhance English language learning outside the classroom, it is essential for students to discover effective self-study methods While utilizing social software presents a promising solution, the specific ways in which third-year English students at HUCFL engage with these tools for self-study remain unclear Therefore, this study, titled “An Investigation into Perceptions and Use of Social Software,” aims to explore students' perceptions of and experiences with social software as a means to facilitate English learning beyond traditional classroom settings.
Self-Study English outside the Classroom by Third Year EFL Students at Hue University, College of Foreign Languages”
Research aims
With the reasons above, the specific aims of this study are:
- To discover students’ perceptions of using social software to self-study English outside the classroom
- To investigate how students use social software to self-study English outside the classroom
This article explores the challenges students face when utilizing social software for self-studying English beyond the classroom It also offers practical suggestions for effectively leveraging social software to enhance English language learning.
Research questions
This study seeks answers for the following questions:
1 What are the third-year students’ perceptions of using social software to self- study English outside the classroom?
2 How do the third-year students use social software to self-study English outside the classroom?
3 What difficulties do the third-year students encounter when they use social software to self-study English outside the classroom?
Significance of the study
The study aims to enhance students' understanding of their perspectives on using social software for self-studying English outside the classroom It highlights the benefits of social software in language learning while addressing students' concerns and difficulties The findings will provide valuable insights for both students and teachers, enabling more effective use of social software for English self-study.
Scope of the study
The study would be conducted with 100 third year EFL students at Hue University, College of Foreign Languages
Organization of the study
Below is a brief outline of my thesis, which is intended to consist of five chapters
This chapter outlines the study's background and rationale, presenting the main topic, objectives, and research questions It also highlights the significance of the research, defines its scope, and describes the overall organization of the thesis.
LITERATURE REVIEW
Introduction
This chapter outlines the definition, types, and roles of social software in education, highlighting its significance in enhancing learning experiences It explores the advantages and disadvantages of utilizing social software for self-studying English, emphasizing its impact on language acquisition Additionally, the chapter examines the concept of self-study and its connection to the use of social software for learning English beyond traditional classroom settings Lastly, it includes a review of prior research relevant to these topics, providing a comprehensive understanding of the subject matter.
Theoretical background
2.2.1 Terms related to social software
Web 2.0, a term introduced by Dale Dougherty of O'Reilly Media in 2004, represents the evolution of the internet into a "social web" or "read/write" platform, allowing users to not only consume but also contribute content (Armstrong & Franklin, 2008) Unlike Web 1.0, which limited users to passive viewing, Web 2.0 fosters interactivity, collaboration, and sharing among users, enabling them to build connections and actively participate in the online ecosystem (Wever et al., 2007) O'Reilly (2007) further defines Web 2.0 as a dynamic platform that enhances user engagement and content creation.
Delivering software as a continuously updated service enhances its quality with increased user engagement, leveraging data from various sources, including individual contributions By offering data and services that can be remixed by others, it fosters network effects through an 'architecture of participation,' transitioning from the static page metaphor of Web 1.0 to provide enriched user experiences.
According to Harmelen (2008), Web 2.0 is a platform for social software to be built and enable groups of users to socialize, collaborate, share and work with each other for specific purposes
Shirky, a notable writer and consultant from New York University specializing in social software and the cultural impacts of the Internet and mobile technology, defines the term to encompass all software applications that facilitate group interactions, regardless of whether those interactions occur online or offline.
Social software encompasses applications and tools that facilitate user connections and information sharing (Minocha, 2009) This concept is closely related to social media, and the technologies that support these interactions are often referred to as Web 2.0 technologies (Rudd, 2008; Franklin & Harmelen, 2007).
Social software encompasses various definitions across different contexts, but in the educational realm, it is specifically defined as networked tools that facilitate collaborative learning while allowing individuals to maintain control over their time, space, presence, activity, identity, and relationships (Anderson, 2005, p 4).
According to Anderson (2008), although the terms “social software” and
“Web 2.0” are sometimes interchangeably used in some papers and articles, they are
8 not the same Many social software tools are parts of Web 2.0, but not all Web 2.0 tools are created for social collaboration
Many researchers introduced a large number of social software tools for the sake of pedagogical value in their papers (An & Williams, 2010; Anjali, 2012; Dalsgaard, 2005; Franklin & Harmelen, 2007; Jenny, 2008; Mynard, 2007; Warr,
The rapid advancement of information technology has led to a lack of consensus on the definition of social software However, notable examples identified by Kaeomanee, Dominic, and Rias (2012) and JISC (2007b) include blogs, wikis, social networking sites, multimedia sharing sites, and social bookmarking sites These tools will be further explored in the following discussion.
Blogs are web pages created by individuals for sharing experiences, discussing, analyzing the problem and giving comments (Leung, Popescu, Cao, Lau,
Blogs serve as accessible social software that provides authentic written texts for language learning, allowing learners to share and discuss their opinions on each other's posts Popular blogging platforms include Blogger for writing blogs and Blog Search for finding blogs on specific topics.
Wikis are collaborative web pages that allow users to add, edit, and share content, fostering a community-driven learning environment (JISC, 2007b) Through writing, commenting, and discussing diverse perspectives, learners engage with each other and gain insights from peer feedback (Simon, Duran, & Guillaumes, 2008) Notable examples of wikis include Wikipedia, Twiki, and Pbwiki (Franklin & Harmelen, 2007).
Multimedia sharing sites are web pages that allow users to search for, display and share multimedia content such as images, videos, documents or podcasts
Franklin and Harmelen (2007) highlight that digital tools serve not only as entertainment but also as valuable educational resources They provide examples such as YouTube videos, Flickr images, Odeo podcasts, Scribd documents, and SlideShare presentations, illustrating the diverse ways these platforms can enhance learning.
Social networking sites are platforms that allow users to create profiles, connect with others, and build communities for various purposes Users can enhance their personal sites by sharing images, status updates, event invitations, emails, and videos These platforms, such as Facebook, MySpace, and Bebo, are increasingly utilized by learners to establish an online personal space and link to educational resources.
Social bookmarking tools are online applications that allow users to save and share a list of bookmarked sites within their communities These tools often include descriptions for each bookmark, enabling learners to grasp the content of resources without needing to download them first This facilitates connections among students with similar interests, whether in English vocabulary, grammar, reading, or listening skills Notable examples of social bookmarking tools include del.icio.us and CiteULike.
Social software tools are increasingly utilized in educational settings to enhance students' knowledge and learning efficiency (Attwell, 2007; JISC, 2007b; Leung et al., 2011) As information technology continues to evolve, new tools and programs will emerge, further supporting students' social interactions, including sharing musical tastes, photos, instant messaging, emailing, and engaging in social networking (Yakin, 2013; Coates, 2005).
2.2.1.2.3 How to use social software
In a true story shared by Owen, Grant, Sayers, and Facer (2006) at a Futurelab conference, a 13-year-old English literature student utilized a fan fiction social software tool to post her essay on a Jane Austen book for peer assessment before submitting it to her teacher Within 24 hours, she received valuable feedback and constructive comments from Jane Austen enthusiasts, allowing her to enhance her essay prior to submission This experience highlights the effectiveness of social software in educational settings and prompts consideration of its broader applications in learning.
Social software encompasses various types designed to meet diverse user needs Blogs allow individuals to write and comment, fostering communication Social networking sites enable users to create personal profiles, share statuses, and connect through multimedia such as videos and photos Multimedia sharing platforms facilitate the upload and download of educational materials like PowerPoint slides and lesson-related content Wikis serve as collaborative spaces where users can find and contribute information on topics of interest.
Social software tools, primarily based on free Web 2.0 technology, are accessible through various devices such as computers, laptops, iPads, iPhones, and smartphones via the Internet (Davies, 2013) To utilize these tools, users must first open an Internet browser like Mozilla Firefox, Internet Explorer, or Google Chrome, enter the desired tool's link in the address bar, and press enter Most of these platforms require users to sign up before they can post or comment, as social networking sites typically restrict interactions to logged-in users (Armstrong & Franklin, 2008).
Review of previous studies
Recent years have seen a surge in research exploring the advantages of social software and self-study in English education outside the traditional classroom setting.
Research on the use of social software in academic environments has been ongoing in various countries Hurn (2012) explored how students in product design higher education utilized social software, including blogs, wikis, social networking sites like Facebook and Twitter, multimedia sharing platforms such as Flickr and YouTube, and RSS feeds, and examined their influence on the learning process over a four-year study period.
The study revealed that social software significantly enhanced students' learning experiences and promoted collaboration among learners However, the majority of the data gathered was primarily from blog sites, leading to potential criticism regarding the author's lack of robust evidence to convincingly support this perspective.
Minocha (2009) conducted research on the effective use of social software to enhance student learning and engagement in UK higher education, utilizing a case study methodology that involved interviews with educators and students across various study levels The findings indicated that students benefited significantly from social software, particularly in fostering engagement However, while the study provided positive correlations between social software use and learning outcomes, obtaining qualitative evidence on its effectiveness would enhance the reliability and satisfaction of the results.
Research indicates a notable difference in student attitudes towards social networking in education between Western countries and Japan A study by Hooper (2014) involving 95 undergraduate students in Japan revealed that nearly half of the participants were reluctant to use social networking sites for their English course, citing concerns over increased difficulty and distractions In contrast, studies by Minocha (2009) and Hurn (2012) suggest that while not all students are ready to embrace social software for educational purposes, these tools can enhance language learning by providing diverse resources, fostering collaboration, and boosting motivation.
In recent years, the concept of "self-study" has garnered significant attention from researchers and educators A study by Unveren (2008) examined the impact of self-study centers on language learning among 50 intermediate-level students in the English Preparatory School program Utilizing interviews and test results, the research found a positive correlation between the amount of time spent on self-study and students' test performance Specifically, students who consistently utilized self-study centers achieved better test scores, highlighting the effectiveness of self-directed learning.
Goldberg (2011) conducted an experiment to evaluate the benefits of English self-study among three groups of students: one group studied entirely online, another received traditional in-person instruction, and the third group utilized both methods The findings revealed that the third group significantly outperformed the other two, while the traditional group had moderate success compared to the solely lectured group This study highlights the effectiveness of self-study in enhancing students' learning, indicating that independent learning outside the classroom is crucial for mastering English.
2.3.2 Review of studies in Vietnam
In Vietnam, research on the use of social software for English language learning remains limited, despite a wealth of studies exploring educational software programs for English learning in general.
In the study titled "Using Educational Software Programs as Supplementary Tools in Teaching and Learning ESP at Quang Nam Community College," Nguyen (2007) conducted an experimental research involving 80 third-year computer science students The research utilized the GCSE (General Certificate of Secondary Education) educational software program, revealing that it significantly enhanced students' motivation and inspiration in learning English for specific purposes.
(ESP) and it were very helpful for the students to become independent learners in learning English by themselves
Hoang (2012) conducted a study on the use of educational software programs to enhance grammar teaching and learning among students in Thua Thien Hue Province The research involved 15 English teachers and 100 grade 11 students from three high schools, aiming to assess the effectiveness of these software tools in the educational process.
A study utilizing questionnaires and interviews revealed that most students possess a strong awareness of educational software programs for learning English Significantly, these programs enhance students' comprehension of lessons, enabling them to grasp concepts taught by their teachers more quickly and effectively.
Although the nature of educational software programs in the studies of Nguyen
Educational software, as discussed by researchers like Hoang (2012), encompasses a broader category of software tools that require users to access them via devices such as computers, laptops, or smartphones While these programs may lack interactivity, they still foster face-to-face communication among students in the classroom The findings from these studies highlight students' awareness and willingness to embrace software and technology for learning English.
What is more, in regard to English self-study outside the classroom, there are some researches of Nguyen and Hoang (2009) and Quach (2013) Nguyen and Hoang
In 2009, a study at the Faculty of English, Ha Noi National University of Education, examined strategies to enhance learner autonomy in Country Studies The researchers identified four key approaches: creating a suitable syllabus, diversifying class activities, maintaining portfolios, and encouraging extracurricular involvement They emphasized the importance of students engaging in additional activities outside the classroom to strengthen their English self-study skills.
Quach (2013) carried out a study on an investigation into the use of the Internet outside the classroom for the practice of the listening skill by 100 first year English
A study conducted at Thua Thien Hue College of Education utilized questionnaires, interviews, and diaries to analyze 20 majors The findings revealed that the Internet serves as an effective resource for students to enhance their listening skills outside the classroom Notably, students expressed a preference for practicing their listening skills online rather than through traditional media like radio or TV The combination of quantitative and qualitative data provided reliable and valid insights, highlighting the Internet's role in supporting English self-study beyond the classroom.
Research indicates that, despite varying perspectives on social software tools and self-study, these tools offer significant benefits for language learners They effectively support students' self-study efforts both in and out of the classroom.
RESEARCH METHODOLOGY
Introduction
This chapter outlines the research methodology, detailing the research methods employed, the participants involved, the instruments used for data collection, the procedures followed during data collection, and the approach taken for data analysis.
Research approach
The research focused on the use of social software by third-year EFL students at Hue University, employing a mixed-methods approach that combined both quantitative and qualitative methods According to Condelli and Wrigley (2004), effective research should integrate multiple methodologies to gain comprehensive insights The qualitative approach offered valuable perspectives on students' feelings and opinions, while the quantitative approach provided objective and measurable data By utilizing both methods, the study aimed to collect the most reliable information regarding students' use of social software outside the classroom.
Participants
Third-year EFL students are ideal participants for this research due to their familiarity with the credit-based training system and their ability to self-study English effectively Unlike first- and second-year students, who are still adjusting to the new learning environment and focusing on general subjects, or fourth-year students, who are preoccupied with practicums and graduation requirements, third-year students have the necessary time and motivation to build a strong foundation in English Consequently, 100 third-year EFL students were randomly selected from HUCFL for this study.
22 least 7 years of English learning at secondary and high school before entering the college
All 100 students responded through questionnaires and 10 students out of the
A total of 100 participants were invited for interviews, while an additional 10 students voluntarily maintained ten-day diaries to provide deeper insights into their use of social software for self-studying English.
Data collection instruments
Three instruments of collecting data were used in this study including questionnaire, interview and diary
The questionnaire was selected as the primary data collection instrument for this study due to its effectiveness, objectivity, and reliability As noted by Wisker (2001), questionnaires are widely utilized to explore participants' attitudes, behaviors, and reactions to specific cases They are user-friendly and allow respondents to answer questions at their own pace, reducing time pressure (Gillham, 2000; Nachmias & Nachmias, 1996) Furthermore, Bell (1993) highlights that questionnaires are a "quick and relatively cheap" method for information gathering, producing structured data that is straightforward to analyze (Cohen, Manion).
& Morrison, 2011) Therefore, questionnaire was the best choice for my research
The questionnaire (see Appendix 1) includes a mix of close and open-ended questions, facilitating efficient data collection and comparison of responses, as noted by Neuman (1997) While close-ended questions are beneficial for quick analysis, they limit participants' ability to elaborate on their thoughts, potentially leading to misinterpretation (Burns, 2000) To address this, the questionnaire features 8 open-ended items alongside 14 close-ended items designed on a Likert scale, allowing participants to rationalize and explain their choices.
23 were scaled from 1 to 5: strongly agree (1), agree (2), neutral (3), disagree (4) and strongly disagree (5) 22 items were divided into 3 clusters as followed:
While questionnaires offer numerous benefits, they also come with drawbacks Their effectiveness relies heavily on the respondent's ability and willingness to share accurate information Researchers cannot assess the respondents' capabilities or interest levels, nor can they gauge their attitudes towards the subject matter (Mouly).
Interviews offer researchers a valuable opportunity to collect deeper insights and beliefs from participants that other methods may overlook (Cohen et al., 2000; Shaughnessy, 2007) As noted by Burns (2000), interviews provide flexibility, foster rapport, and achieve high response rates, which enhances respondent motivation Consequently, interviews were selected as a complementary method alongside questionnaires for this study.
Ten randomly selected students participated in interviews consisting of six questions, aimed at verifying questionnaire data and exploring their perceptions of social software usage The discussions focused on the challenges students face while using these tools and included suggestions for effective self-study of English outside the classroom To facilitate open and honest communication, all interviews were conducted in Vietnamese, ensuring that participants felt comfortable sharing their thoughts and feelings.
1 Third year EFL students’ perceptions of using social software to self-study English outside the classroom
2 How third year EFL students use social software to self-study English outside the classroom
3 Problems and difficulties of using social software to self-study English
A diary serves as a valuable self-report tool that enables researchers to explore ongoing social, psychological, and physiological experiences in everyday contexts (Bolger, Davis, & Rafaeli, 2003) It offers a unique source of personal insights, capturing participants' daily observations and interpretations in both formal and informal educational environments (Wellington, 2000) Furthermore, as noted by McKernan (1996), diaries help eliminate the distortions caused by memory, providing more accurate and immediate data for analysis.
In this study, ten students participated in a diary-keeping exercise, each receiving a comprehensive “diary-keeping pack” that contained an A4 notepad, a pen, contact information, personal copies of consent forms, and detailed written instructions.
3) to serve as diaries They were then asked to record their everyday activities and their thoughts on whether they used any social software tools, whether they thought they were useful and interesting or not and what they learned from them The participants handed in their diaries at the end of 10-day data collection period.
Procedures
The pilot study aimed to assess the reliability of research instruments by testing a questionnaire with a group of 10 students at HUCFL before distributing 100 copies to a larger student population This preliminary testing helped identify which items of the questionnaire were effective and which needed modification The findings indicated that the questionnaire, focused on the use of social software for self-studying English outside the classroom, met expectations and was suitable for data collection in the study.
The main study was conducted in the order: delivering questionnaires, conducting individual interviews and carrying out reflective diaries Firstly, 100
A total of 25 students received questionnaires along with a brief explanation on their completion After gathering 100 completed questionnaires, individual interviews were held with 10 randomly selected students, with each interview lasting a specified duration.
The researcher conducted a 15-minute session involving 6 questions at a convenient time for participants Subsequently, 10 students received diary-keeping packs, which were collected after a 10-day period This approach effectively minimized subjective bias in the research process.
Data analysis
The study analyzed data from questionnaires, interviews, and diaries to explore how third-year EFL students utilize social software for self-study in English outside the classroom The findings were organized into three main categories, corresponding to the three research questions, and were processed both quantitatively and qualitatively.
- The perceptions of third year EFL students of using social software to self- study English outside the classroom
- How the students use social software to self-study outside the classroom
- The difficulties the students encounter when they use social software to self- study English outside the classroom
The study utilized a mixed-methods approach, analyzing quantitative questionnaires, qualitative interviews, and reflective diaries separately The questionnaire data were quantitatively analyzed and presented in tables and charts, highlighting statistical frequency and percentages In contrast, qualitative methods were employed to extract themes from the interviews and diaries, enhancing the credibility and persuasiveness of the findings Ultimately, the combined analysis provided comprehensive insights into students' perceptions, implications, and suggestions regarding the research topic.
In short, the process of collecting and analyzing the data was carefully carried out so that the data collected and interpreted could be as reliable as possible
FINDINGS AND DISCUSSION
Introduction
This chapter presents the findings from questionnaires, interviews, and diaries to address the three research questions outlined in Chapter 1 The results are organized into three key sections: the first section explores students' perceptions of using social software for self-studying English; the second section details how students utilize social software for English self-study outside the classroom; and the final section examines the challenges and difficulties faced by third-year EFL students at HUCFL when using social software for self-study.
Third year EFL students’ perceptions of using social software to self-study
Recent advancements in technology have transformed the Internet into a dynamic platform for communication, with social software tools gaining significant popularity over the past decade This trend is particularly evident among students in today's tech-savvy environment, as social software continues to enhance connectivity and interaction online.
This section explores HUCFL students' perceptions of utilizing social software for self-studying English, focusing on key items from cluster 1 (items 1, 3, 5, 6, and 19).
A recent survey revealed that the majority of students believe using social software for self-studying English outside the classroom is essential, as illustrated in Figure 4.1.
Figure 4.1: Students’ perceptions of the necessity of using social software to self-study English outside the classroom
As indicated in Figure 4.1, up to 97% of the students agreed with the statement
The necessity of using social software for self-studying English outside the classroom is widely recognized among students, with 97% expressing awareness of its importance Only 2% were uncertain, and a mere 1% disagreed, highlighting a strong consensus on the value of social software in enhancing English language learning.
“Using social software to self-study is necessary because it rapidly supports my English learning which is a long process of continuously updating new words and information.” (Student Interview, December 20, 2014)
Social software is essential for language learners as it provides insights into cultures, customs, and habits that are often not covered in traditional school settings This technology enhances the learning experience by offering exposure to diverse languages and cultural contexts.
The findings from question 5, which inquired about students' preferences for using social software to self-study English, indicate a strong inclination towards utilizing these platforms for independent learning outside the classroom The collected data is detailed in Table 4.1 below.
Table 4.1: Students’ perceptions of using social software to self-study English
The data presented in Table 4.1 indicates that a significant majority of students (89%) favor using social software for self-studying English, while only 9% are undecided and 2% express dislike for it This suggests that the minority may face challenges in utilizing social software or may not fully appreciate its benefits for English learning These results align with previous studies conducted by Hurn (2012) and Minocha (2009), reinforcing the positive perception of social software in language acquisition.
Data from question 5 indicates that students find using social software for self-studying English outside the classroom to be beneficial, as illustrated in Figure 4.2 below.
Figure 4.2: Students’ perceptions of the usefulness of using social software to self-study English
Strongly agree Agree Neutral Disagree
A significant 95% of students believe that utilizing social software for self-studying English outside the classroom is beneficial, with only a minimal 5% expressing uncertainty or disagreement This highlights the appeal of social software tools in enhancing the self-study experience for students Most recognize the tangible advantages these tools offer for their English learning journey According to Waycott et al (2010), students in a social software environment enjoy numerous benefits, including accessing online information, creating and sharing content, engaging with peers' writing, and collaborating on multi-authored projects Therefore, social software proves to be an effective resource for students learning English.
A significant indicator of students' awareness in utilizing social software for self-studying English is reflected in their responses to the statement, “I prefer self-studying English on social software to practicing English with books or cassette tapes.” Notably, 72% of students expressed a preference for social software over traditional methods, while 22% were uncertain, and 6% disagreed This data suggests that the majority of students are increasingly opting for social software tools as a primary learning resource, moving away from conventional books and cassette tapes.
Utilizing social software for self-studying English offers convenience and cost-effectiveness With just a computer or smartphone, learners can access a wealth of information in seconds, making it far more efficient than searching through physical books, which can be cumbersome and time-consuming.
In addition to classroom learning, EFL students in a credit-based training system should focus on self-study, with social software being an excellent tool for this purpose It offers a wealth of information and examples that complement the knowledge provided by teachers, enabling students to enhance their English skills independently.
Utilizing social software for self-studying English enhances my memorization speed and ease due to its vibrant design and engaging activities, in contrast to traditional books that are text-heavy, contain minimal visuals, and offer limited related information.
Furthermore, another student expressed her idea:
I find social software more effective than traditional books for studying English outside the classroom due to its collaborative features When I have questions, I can easily reach out to the author, send an email, or connect with friends on Facebook for assistance This interactive aspect is a significant advantage of social software that paper books lack.
Compared to traditional textbooks that are often outdated, social software provides access to current events and global information, making it a more effective learning tool for English language learners This is reflected in the positive feedback from participants regarding the effectiveness of social software in supporting their English learning, as illustrated in Figure 4.3.
Figure 4.3: Social software as an effective learning tool to support English learning
According to the results in Figure 4.3, the number of the students who agreed on this opinion mounted up to 93% Only 5% of them neither agreed nor disagreed
Strongly agree Agree Neutral Disagree
32 and 2% of them disagreed This result is in harmony with the ideas of Owen et al
(2006) and McLoughlin and Lee (2007) McLoughlin and Lee (2007, p 666) considered social software applications as “pedagogical tools that stem from their affordances of sharing, communication and information discovery” while Owen et al
Problems and difficulties of using social software to self-study English
Students encountered various challenges while using social software for self-studying English To address these difficulties, six specific questions (8, 11, 14, 17, 20, 22) were included in the questionnaires to gather insights and solutions.
The survey results indicate that social software can be a distraction and may diminish the quality of English language learning, as reflected in the responses to question 8 Figure 4.9 illustrates these findings, highlighting concerns among respondents regarding the impact of social software on their learning experience.
Figure 4.9: Disadvantages of learning English from social software
It is surprising that the data collected are contrary to normal thought that social software tools on the Internet have a bad influence on the quality of English learning
A survey revealed that 62% of students disagreed with the notion that social software, like the Internet, poses significant disadvantages to learning English, such as distractions and reduced quality, while only 20% agreed This indicates that distractions may not be the primary challenges faced by students, contradicting findings by Quach (2013) and Truong (2013) regarding Internet distractions However, student interviews highlighted that some individuals do struggle to maintain focus due to engaging content like images, films, or games online.
Students faced significant challenges, particularly with question 11, which highlighted that a slow Internet connection hinders their ability to utilize social software for self-studying English This issue is illustrated in the data presented in Figure 4.10.
AgreeNeutralDisagreeStrongly disagree
Figure 4.10: Problems with Internet connection
According to Figure 4.10, approximately 74% of students reported that slow Internet connections hinder their ability to use social software for self-studying English, while only 8% disagreed and 18% remained neutral This indicates that slow Internet connectivity is a significant challenge for students utilizing social software for their studies, a finding that aligns with insights gathered from interviews with 10 students.
8 of them listed slow Internet connection as one of their difficulties when using social software online, as expressed by some interviewees:
“The Internet connection is quite slow and I cannot connect with my friends well Skype is regularly interrupted or cut off and my self- study is disturbed.”
A slow internet connection often leads to frustration as users spend more time waiting for pages to load than actually retrieving information, especially when accessing content-heavy sites filled with images, audio, and videos.
Participants expressed varied opinions on the statement “Social software is troublesome with unreliable contents and authorship copyrights,” highlighting the complexity of the issue The collective findings are illustrated in Figure 4.11 and are further analyzed in the following discussion.
Figure 4.11: Unreliable contents and authorship copyrights
According to Figure 4.11, 51% of participants identified issues with unreliable content and authorship copyrights on social software, while 37% remained neutral, and 12% disagreed with these concerns This indicates that students are cautious about the information they encounter on social software Despite their hesitations, they still view social software as a valuable tool for enhancing their learning experience One student shared a useful tip for finding accurate information online during an interview.
Occasionally, the number of likes and comments can indicate the accuracy of information, with higher engagement suggesting greater precision To verify this further, I often share the information on my wall to gather feedback from friends, who provide valuable insights on its correctness.
Another student also stated her point of view:
Exploring diverse online resources enhances my understanding beyond what I learn from a single source This process encourages continuous searching, critical thinking, and analysis, ultimately leading to the discovery of accurate information Therefore, I believe that social software tools are effective for both self-directed learning and entertainment.
Accessing social software for self-studying English requires suitable devices; however, data indicates that users do not face significant challenges in finding such devices like computers, laptops, or smartphones This suggests that device availability is not a major barrier to utilizing social software for language learning.
Figure 4.12: Difficulties with finding a suitable device
According to the data presented in Figure 4.12, 43% of students reported having no issues finding a suitable device, while only 18% experienced difficulty in their search Additionally, 39% of students were uncertain about their options This outcome is encouraging, as it reflects the accessibility of reasonably priced modern devices, enabling students to acquire tools that effectively support their learning.
Regarding difficulties with the cost of accessing social software, data collected for the statement “It costs a lot of money to access social software tools” are analyzed in Figure 4.13
AgreeNeutralDisagreeStrongly disagree
Figure 4.13: Difficulties with the cost of accessing social software
Recent data indicates that only 28% of students perceive social software as expensive, while a significant 44% disagree, suggesting that cost is becoming less of a concern for students This shift is likely due to advancements in technology, which have made data fees more affordable compared to previous years These findings align with similar research conducted by Quach (2013) and Truong (2013), reinforcing the trend of decreasing cost concerns among students regarding social software usage.
Participants expressed varied opinions on the necessity of teacher guidance in utilizing social software for effective self-study of English The collected data on this topic is illustrated in Figure 4.14 below.
AgreeNeutralDisagreeStrongly disagree
Figure 4.14: Lack of teachers’ instruction
Data from Figure 4.14 indicates that a significant majority (84%) of respondents felt unsuccessful in using social software for studying English without teacher guidance, while only 4% disagreed, and 12% remained neutral Furthermore, interviewees highlighted the importance of teachers' guidance in facilitating English learning outside the classroom.