RUNNING HEAD: The Usage Twitter To Enhance Academic Performance

THE USAGE OF TWITTER TO ENHANCE ACADEMIC PERFORMANCE

NUR AFIFAH ABD. HALIM

(MATRIC NO.)

ENGLISH LANGUAGE DEPARTMENT, CELPAD

(LECTURER’S NAME)

(SECTION)

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

(DATE OF SUBMISSION)

The Usage of Twitter to Enhance Academic Performance

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Learning has been placed in its utmost importance in Islam that it is mentioned in Al-

Quran, Surah Al-Zumr, ayah 9, "Are those equal, those who know and those who do not

know?" Islam looks highly of those who have knowledge than those who are ignorant. It is

further explained in another surah that "Allah grants wisdom to whom He pleases and to

whom wisdom is granted indeed he receives an overflowing benefit" (Quran, Al-Baqarah,

ayah 269). It is emphasized that those who receive knowledge will get the benefits.

Knowledge sharing is also encouraged in Islam that Prophet Muhammad also said that

knowledge should be acquired and imparted to the people (Hadith Al-Tirmidhi, 107).

Therefore, the emergence of Web 2.0 should not only be regarded as the source of knowledge

but also as the tool to impart and share knowledge. It should be tapped into traditional

teaching and learning so that students can reap the benefits for the sake of Islam.

O’Reilly (2005) coined the word Web 2.0 to describe the next advancement of

internet technologies as the Web is viewed as a platform acting as a gravitational core to

harness collective intelligence. One of the most known Web 2.0 tools is Twitter, a micro-

blogging site vastly used as an exchange network that works in real-time. It allows web users

to communicate and stay connected to share the latest updates. Long after its introduction,

Twitter is still a powerful tool growing significantly as its 50 million users send out 230

million tweets per day while functioning as an inter-platform of social network where

information is shared easily in the cyberspace (Lomicka & Lord, 2012). In addition, rapid

sharing has also enabled the learners to find information easily and share it conveniently

online which creates another way for learning to take place outside the classroom

environment.

To illustrate how Twitter can be used to gather collective intelligence in learning,

Harrison and Thomas (2009, p.113) argued that “Social network sites are thus primarily

concerned with people who already know each other, and use the Internet as one way of

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keeping their existing social connections alive, rather than for making new ones.” Thus,

incorporating the use of Twitter as one of the learning and teaching tools would be one of the

best options for students to improve their learning as they are already exposed to the main use

of Twitter, primarily to communicate and to keep their social life alive.

In addition, it is also evident that students are more engaged with online learning

where there is less supervision and when there is a structured lesson (Junco et al., 2010; Kim,

2010; Kist et al., 2010; Acar & Kimura, 2012; Junco, 2012; Lomicka & Lord, 2012). With

the easy access of Twitter on smartphones and personal computers among learners, the inter-

platform usage between Twitter and other social networking sites such as Facebook and

Wordpress helps information sharing and enables easy access to notes and reading materials.

Despite the popularity of Twitter and other social networking sites among young learners and

adults, a review of the relevant literature on using Web 2.0 technologies in second language

(L2) learning shows that blogs and wikis are the most studied Web 2.0 tools (Wang &

Vasquez, 2012). This is mostly because the usage of the tools in language learning is still in

its beginning stage and there is not much research conducted on social networking sites to

assist L2 language learners’ writing skills especially in English as a second language (ESL).

To illustrate the clear use of Web 2.0 further, Allen (2009 & 2013) defined Web 2.0

as a principal way to describe emerging trends and new developments for the web when it

was coined in 2005 as it is interconnects several main features in the Internet that basically

enable users to create and read their own content. Web 2.0 basically enables users to have the

liberty to engage, create, deliver and even circulate their content freely on the Internet. This is

perhaps the focal point of using Web 2.0 tools as a medium for communicating, teaching and

learning in ESL classrooms. Mohamad Amin Embi (2011) viewed Twitter as microblogging

– a form of blogging that enables users to publish online brief text updates, usually less than

140-200 characters which can be edited and accessed online. In addition, the posts can be

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embedded as a widget on blogs or sites by the author which also enables a real-time

interaction between users, using different devices, technologies and applications.

This paper will discuss the usage of Twitter to improve students’ academic

performance by firstly, enhancing students’ vocabulary, secondly, engaging students in

critical thinking and discussion, and finally, encouraging students to utilize computer-

mediated writing during online social interaction among them.

Enhancing Vocabulary through the Use of Twitter

It has been observed that students frequently use the Twitter application available in

their smartphones. This may be beneficial for them if they channel their interest into learning

especially in building their vocabulary and improving their writing skills through Twitter.

It is further supported by MacArthur and Karchmer-Klein (2010) that the Internet

users recognised the Internet as their central source of information compared to other major

media including television, radio, newspapers and books. In finding out about the effect of

Twitter on enhancing reading skills and vocabulary, Hao (2012) revealed that there was no

significant difference in the results of the reading pre-test and post-test for the control group

and experimental group. Nevertheless, this may be affected by the short duration of

participation in using Twitter. The experiment was also limited to the class sessions and no

further Twitter activities were done beyond classroom lessons. In another study conducted by

Junco, Heiberger and Loken (2010), it was discovered that the students in the experimental

group had a significantly greater increase in classroom engagement than the control group as

well as higher grade point average in their tests. It is also further emphasized that Twitter

played an important role by engaging students to participate actively and mobilising the

teachers to use it in educational settings.

In addition, Acar and Kimura (2012) viewed Twitter as a tool for language learning

to help learners communicate through simple greetings in their daily tweets. Twitter also

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acted as “a short version of a diary,” (p.8) and allowed learners to learn new vocabulary when

they used the dictionary to search for suitable words before posting them online. It can be

concluded that learners who constantly communicate via Twitter will eventually improve

their knowledge in vocabulary.

Engaging Students in Critical Thinking and Discussion

Recently, more research has been conducted to find out the effects of Web 2.0 tools

usage, Twitter in specific, on the students’ performance with various views and interesting

findings being made. This has triggered experimental research on Twitter to get the students

to seize the opportunity to interact more often by engaging them with critical thinking and

discussions while encouraging learning to take place beyond the classroom environment

(Junco et al., 2010; Junco, 2010 & 2012; MacArthur & Karchmer-Klein, 2010; Kassens-

Noor, 2012; Lomicka & Lord, 2012; Park, 2013).

Meanwhile, there may be concerns about exposing younger students and new

language learners to internet-based learning through Web 2.0 tools, and those would be

mainly on the effects of language structures used on Twitter and how these will weaken the

writing development of the learners. The 140 characters limitation posed by Twitter might

not be helpful for learners’ writing skills as it might be forcing the users to be as concise as

possible in conveying their ideas or opinions (MacArthur & Karchmer-Klein, 2010). On the

other hand, Warschauer (2001) believed that Internet-based activities should be well planned

and integrated in order for the activities to be successful. Also, it could be put into good use

as the best way for the teachers to stay in touch with their students and share information

conveniently. Since the study of Web 2.0 in language learning is relatively new, there is no

strong and well-established framework that is clearly grounded to support this study.

Twitter is also a platform to encourage learners’ autonomy which may help improve

their language skills. In other words, it allows the learners to do reflective thinking and

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exchange information at any time and place convenient for them using their smartphones.

The data recorded online make it easier for the learners to review their academic discussions

outside the class in comparison to conventional classroom discussions that end right after a

lesson (Fei Gao, Tian Luo & Ke Zhang, 2012).

Other than getting students to engage in discussions through Twitter, it is found that

the content of the tweet may allow a variety of topics to be tweeted by the learners as they

help other learners on Twitter to keep up with the updates every day. Acar and Kimura

(2011) asserted that reading Twitter updates and responding to the learners’ tweets was an

effective way to learn a language. They were also able to post questions, suggest new ideas

and obtain more new vocabulary in their online discussion on Twitter other than being

involved in critical thinking and discussion solely. Also, Twitter enabled older students to

review what they had learnt conveniently and it did not restrict their academic discussions

only within the classroom during class hours (Fei Gao, Tian Luo & Ke Zhang 2012).

Utilizing Computer Mediated Writing during Online Social Interaction

In using computers for teaching and learning writing, Macaro (2003) discussed that

the use of computers may cause a certain degree of difficulty as the technology has rapidly

evolved and become out of date quickly. To catch up with the advancement of technology,

there seems to be more ways of looking at the impact of computers on writing, especially in a

second language environment. It is stated that there is a need to break away from the view

that learners do not necessarily gain benefits from computer aided learning just because they

appear to be interested in it. With the reasons mentioned, there is a need for studies to learn

more on utilising computer-mediated writing, in this case through the use of Twitter to

improve the learners’ writing.

One of the benefits of computer-aided learning is that students who lack confidence

are given equal opportunities to participate in online discussions without worrying about their

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peers’ and teachers’ response and feedback. This is because online learning and discussions

are carried out democratically, with the least interruption from the teacher as compared to the

face-to-face instruction in a traditional classroom (Truscott & Morley 2001 as cited in

Macaro, 2003).

Nonetheless, it is also found that there is still lack of information on how the students

improve in their second language proficiency. Looking at more recent research, the Internet

use in language learning has been viewed as the medium to accelerate the writing processes

that are highly related to the social and cognitive process of the learners (MacArthur &

Karchmer-Klein, 2010). Bennett et al. (2012) discovered that students who were involved in a

writing activity had different views on the usage of blogs to support them in their learning.

Some found it “time consuming and of little value” (p.531). The study also found the

following:

One reason for this diversity may be the fact that some students’ postings received

extensive comments, while other students’ postings were apparently ignored by their

peers. However, the diversity may also reflect differences in students’ interest in and

preparedness to undertake this type of Web 2.0 technology-based activity. (p.531)

Next, it has to be taken into consideration that the Internet is a robust space that

allows students to search for information actively while creating and sharing their content as

writers. Besides being involved in the process of researching and reading, the students are

encouraged to read critically, expressing their opinions and ideas while linking with multiple

media and reading resources online (MacArthur & Karchmer-Klein, 2010; Bennet et al.,

2012). With these opportunities, it has become the most vital source of information network

for reading and writing in ESL environment, at the same time allowing students to practice

their learning autonomy with minimal assistance by the teacher.

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Finally, computer-mediated communication allows more balanced participation than

face-to-face communication, with less control by outspoken individuals in face-to-face

interaction. Quieter students are also found to participate more in computer-mediated

communication in comparison to face-to-face interaction with the teacher. Warschauer (2001)

believed that the dynamic nature of the Internet also requires a high degree of flexibility and

interaction. Therefore, tapping into a Web 2.0 tool such as Twitter will allow a complex

activity that enables learners to collaborate, interact and be able to do decision-making

autonomously.

To sum up, despite the huge utilisation of Twitter that sometimes invites more harm

than good, it is much applauded to have it used for the benefits of learning and sharing

knowledge and information. Learners are able to find information conveniently and have

more autonomy while learning in a structured lesson (Junco et al., 2010; Kim, 2010; Kist et

al., 2010; Acar & Kimura, 2012; Junco, 2012; Lomicka & Lord, 2012). This will be an

advantage for teachers with a huge classroom to manage and it will encourage quieter

students to participate in learning without being left behind. Next, it is learned that learners

today view the Internet as their main source of information in comparison to other media

such as television, radio, newspaper and books, and it is also discovered that the exposure to

the use of Twitter get the students to learn and participate in a discussion actively. In

addition, a discussion conducted on Twitter will encourage learners to engage in a discussion

actively and make their views be heard beyond the classroom. It is also one of the ways for

teachers to keep in touch with the students without being invasive while guiding the students

to convey their ideas and opinions effectively (MacArthur & Karchmer-Klein, 2010). Besides

utilizing Twitter to enhance learners’ vocabulary and assist them in engaging in critical

discussions, Twitter might also help learners to improve their writing skills during their

online interaction. On the other hand, the setback of having Twitter 140 characters limit is

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mainly due to the limited language structures used on Twitter and how this may affect the

younger learners’ writing development. Also, learners might have different views on this

matter. However, it should be considered as learners could do a lot more while creating and

sharing content on Twitter despite their feedback that the writing activity done on Twitter

could be overwhelming in terms of the time spent on it, and the fact that some of the learners

felt left out when their posting was ignored by their peers (Bennett et al. 2012). Indeed, the

Internet is the most dynamic source of information to date and it is hoped that Twitter can be

used to further improve the learners’ performance.

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