Assignment 1 OED ( 1 Research Title and 3 Abstracts

Research Title

IMPACTS OF SOCIAL MEDIA USAGE ON THE COMMUNICATION SKILLS OF

ACLC NAGA GRADE 12 STUDENTS.

Abstract
Almost all students use social media but few lecturers use it in
their teaching process. This study examines students' perceptions of the
use of social media in the process of teaching English in STKIP
Rappang Muhammadiyah, South Sulawesi, Indonesia. This study was
conducted using a mixed method, including quantitative and qualitative
data Data were collected using a questionnaire that collected background
information of participants, a four-point Likert scale to gauge the
students' perceived use of social media in class. and open-ended
questions to gather more data rich in the beliefs, attitudes, wishes and
concerns of students regarding the use of social media in the writing
classroom. Findings from this study indicate that the majority of students
showed a positive attitude toward and a willingness to use social media
in the writing classroom However, factors such as large classes, lack of
training on the use of the Internet, and the lack of facilities could be
possible barriers to the use of social media in the classroom.
Sakkir, Geminastiti and Rahman, Qashas and Salija, Kisman (2016)
Students' Perception on Social Media in Writing Class at STKIP
Muhammadiyah Rappang, Indonesia. International Journal Of English
Lingusitics, 6 (3). pp. 170-175. ISSN 1923-8703.
Abstract
 This paper presents a case study of using Information and
Communication Technology ICT and social media in a writing course at
Al-Quds Open University (QUO). The researcher aims to explore
undergraduate EFL learners’ writing problems, and the effect of ICT and
social media in developing positive attitudes and improving students'
proficiency in writing English at the university level. Technology
integration is becoming increasingly popular in the pedagogical field due
to the wide spread of ICT tools and the availability of the internet. ICTs
and social media were used in parallel with traditional teaching methods
of teaching writing. The sample of the study consisted of 72
undergraduate students divided into a control group and an experimental
group. Students' attitudes were compared between the two groups to
measure the potential of available technology and social media to
develop the writing skill. The findings of the study showed that the
integration of ICTs and social mediahad a positive effect in developing
students' writing skill. Additionally, the undergraduates show
satisfaction with the potential achievements of integrating ICT and
social media in developing the writing skill.
Akinwamide, Timothy. (2012). Imperatives of Information and
Communication Technology (ICT) for Second Language Learners and
Teachers. Canadian Center of Science and Education, 5(1), 44-48.
Abstract
Issue of unintended consequences of use of technology in class
room is important because unintended consequences can cause
disruption in class room and negate the institutional policies regarding
strategic direction and intervention in teaching and learning process.
Current literature on the use of e-learning for teaching focuses on factors
which increases the effectiveness of e-learning but there is very little
research on unintended consequences of e-learning, particularly in
regard to developing countries. The present research seeks to fill in this
gap in the research. This research investigates the consequences of the
use of technology during classroom activities in higher education
institutions of Philippines when the students are expected to do
classwork and attend to their work in the college. These questions were
studied using a survey method of research. The students sample
consisted of 221 students from different state colleges and universities in
Caraga region of Philippines. Students' perceptions on positive and
negative consequences were observed. A ranking and frequency analysis
method was used to calculate the consequences observed. The most
observed positive consequences were instant messaging through
chatting, lesson enquiry about assignments, sending and receiving e-
mails, research through surfing the net including data gathering by
downloading files and sharing cultural experiences with others through
internet. Among the negative consequences listed by students were
accessing social websites like face book, twitter etc. during class work,
playing games, playing music, answering and returning calls and
downloading and using copyrighted material. It is further observed that
incidence of positive and negative consequences vary with the use of
technology. The ranking of positive and negative consequences differ in
all the three cases of use of technology - computer with internet, laptop
with internet and mobile with internet. From the frequency analysis of
positive, negative and net consequences of use of technology in class
room it is observed that students are most likely to have negative
consequences using mobile with internet. It is concluded that most
students in state colleges and universities in Caraga region in the
Philippines are likely to use technology in classroom for the purpose of
positive consequences supporting the view that use of technology helps
in enhancing learning related activities in classroom.

Carbonilla Gorra, V. & Bhati, S. S. (2016). Students' perception on use

of technology in the classroom at higher education institutions in
Philippines. Asian Journal of Education and e-Learning, 4 (3), 92-103.