Vietnamese Students' Perceptions of Utilizing Social Media to Enhance English Vocabulary: A Case Study at Van Lang University
DOI:
https://doi.org/10.54855/ijte.23316Keywords:
English vocabulary, social media, perceptions, studentsAbstract
Social media (such as Facebook, TikTok, Instagram, YouTube, etc.) is widely used for people's entertainment and education across the globe. Furthermore, utilizing this sort of technology assists learners in mastering foreign languages such as English, Chinese, French, Japanese, and so on, which was proved by many foreign language experts and researchers worldwide. The study aims to find out students' perceptions of using social media to develop English vocabulary. A mix of quantitative and qualitative methods was exploited with surveys for 154 students from different majors at Van Lang University (VLU) in Ho Chi Minh City (HCMC), Vietnam, and semi-structured interviews for 15. After the investigation, the research results show students' deep insights in using social media to improve their English vocabulary and its positive effects on students' learning vocabulary. Thanks to the findings, lecturers can consider more teaching methods with social media in their English courses.
References
Abbas, A., Gulzar, R., & Hussain, Z. (2019). The impact of social media (Facebook and YouTube) on vocabulary acquisition of ESL learners. Journal of Communication and Cultural Trends, 1(1), 26–44. https://doi.org/10.32350/jcct.11.02
Al Mubarak, A. A. (2017). Sudanese students' perceptions of using facebook for vocabulary learning at university level. Journal of Nusantara Studies (JONUS), 2(1), 170-176. https://doi.org/10.24200/jonus.vol2iss1pp170-176
Al-Saggaf, M. A., Prabakaran, T., & Al-Aidaros, A. H. (2021). Perception of Students from BTESL towards Enhancing Vocabulary through Social Media in MSU. TESOL and Technology Studies, 2(1), 49-64. https://doi.org/10.48185/tts.v2i1.174
Alan (September, 2022). The 25 Best YouTube Channels for Learning English in 2022. Retrieved from https://www.fluentu.com/blog/english/learn-english-esl-youtube/#toc_25
Amedie, J. (2015). The impact of social media on society. Advanced Writing: Pop Culture Intersections, 2. Retrieved from http://scholarcommons.scu.edu/engl_176/2
Annamalai, N. (2018). Exploring the use of Facebook and other social media sites in pre-service teacher education. The English Teacher, 47(1), 1-14.
Anumanthan, S., & Hashim, H. (2022). Improving the Learning of Regular Verbs through TikTok among Primary School ESL Pupils. Creative Education, 13(3), 896-912. https://doi.org/10.4236/ce.2022.133059
Arumugam, N., Farhanahburhanuddin, N., Suppiah, P. C., & Razak, M. I. M. (2020). English Vocabulary Development Among Undergraduates: Social Media. International Journal of Academic Research in Progressive Education and Development, 9(4), 128–146. http://dx.doi.org/10.6007/IJARPED/v9-i4/8455
Asgari, A., & Mustapha, G. B. (2011). The type of vocabulary learning strategies used by ESL students in University Putra Malaysia. English language teaching, 4(2), 84-90. doi:10.5539/elt.v4n2p84
Cetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504-514. https://doi.org/10.1111/jcal.12255
Dhanya, G. (2016). Influence of social media on English language learning. Journal of English Language and Literature (JOELL), 3(1), 105-110.
Domingo, M. J. A., & Aguillon, H. J. T. (2021). Perceived Role of Social Media in the Vocabulary Development of University Students. Allure Journal: A Journal of Applied Linguistics, Linguistics, and Literature, 1(1), 1-14. https://doi.org/10.26877/allure.v1i1.9269
Fahdin, R. G. P. (2021). Student's Perception toward The Use of Tik Tok in Learning English Vocabulary. Khazanah: Jurnal Mahasiswa, 12(2). https://doi.org/10.20885/khazanah.vol12.iss2.art47
Faizi, R., El Afia, A., & Chiheb, R. (2014). Social Media: An Optimal Virtual Environment for Learning Foreign Languages. International Journal of Emerging Technologies in Learning (iJET), 9(5), 64–66. https://doi.org/10.3991/ijet.v9i5.3911
Farrokhi, F., & Modarres, V. (2012). The Effects of Two Pre-task Activities on Improvement of Iranian EFL Learners' Listening Comprehension. Theory and Practice in Language Studies, 2(1), 144-150. doi:10.4304/tpls.2.1.144-150
Hashemifardnia, A., Namaziandost, E., & Rahimi Esfahani, F. (2018). The effect of using WhatsApp on Iranian EFL learners' vocabulary learning. Journal of Applied Linguistics and Language Research, 5(3), 256-267.
Hashim, K. F., Rashid, A., & Atalla, S. (2018). Social Media for Teaching and Learning within Higher Education Institution: A Bibliometric Analysis of the Literature (2008-2018). International Journal of Interactive Mobile Technologies, 12(7), 4-19. DOI: 10.3991/ijim.v12i7.9634
Ichara Sinta, Z. (2022). Students' Experience in Vocabulary Memorizing of Adjectives by Using TikTok Duet Video. Cybernetics: Journal Educational Research and Social Studies, 3(1), 40-52. https://doi.org/10.51178/cjerss.v3i1.366
Ismail, S., Zaim, M., & Mukhaiyar, M. (2019, January). Student Perspective in Using Social Media As a Tool in English Language Learning. In 1st International Conference on Innovation in Education (ICoIE 2018) (pp. 493-497). Atlantis Press. https://dx.doi.org/10.2991/icoie-18.2019.106
Kabilan, M. K., & Zahar, T. Z. M. E. (2016). Enhancing students' vocabulary knowledge using the Facebook environment. Indonesian Journal of Applied Linguistics, 5(2), 217-230.
Kabooha, R., & Elyas, T. (2018). The effects of YouTube in multimedia instruction for vocabulary learning: Perceptions of EFL students and teachers. English Language Teaching, 11(2), 72-81. DOI: 10.5539/elt.v11n2p72
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68. https://doi.org/10.1016/j.bushor.2009.09.003
Karakoç, D., & Köse, G. D. (2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of language and linguistic studies, 13(1), 352-378.
Kaviani, M. (2022). The Impact of Instagram on Learning English Vocabulary among Iranian Pre-intermediate EFL Learners. Journal of Research in Techno-based Language Education, 2(1), 15-24. https://dx.doi.org/10.22034/jrtle.2022.147055
Ko, M. H. (2019). Students' reactions to using smartphones and social media for vocabulary feedback. Computer Assisted Language Learning, 32(8), 920-944. https://doi.org/10.1080/09588221.2018.1541360
McCarthy, M. (1990). Vocabulary. Oxford University Press.
Monica-Ariana, S., & Anamaria-Mirabela, P. (2014). The impact of social media on vocabulary learning case study - Facebook. Annals of the University of Oradea, Economic Science Series, 1(2), 120-130.
Mukhlif, M. I., & Challob, A. I. (2021). Enhancing vocabulary knowledge among secondary school EFL students by using Facebook. Turkish Online Journal of Distance Education, 22(3), 293-309. https://doi.org/10.17718/tojde.961852
Nguyen, N. T. T. (2021). A review of the effects of media on foreign language vocabulary acquisition. International Journal of TESOL & Education, 1(1), 30–37. Retrieved from https://i-jte.org/index.php/journal/article/view/5
Nguyen, T. (2020). Vietnam's most popular social media channels (and how to master them). Retrieved from https://wecreatecontent.asia/content-marketing-blog-asia/2020/3/2/which-are-the-popular-social-media-sites-in-vietnam
Nurlaily, N. (2021). Students' perceptions: enhancing vocabulary mastery through vocabulary cards bank project on Instagram project. Professional Journal of English Education, 4(5), 814-821. http://dx.doi.org/10.22460/project.v4i5.p814-821
Pham, M. T., Luu, T. T. U., Mai, T. H. U., Thai, T. T. T., & Ngo, T. C. T. (2022). EFL Students' Challenges of Online Courses at Van Lang University during the COVID-19 Pandemic. International Journal of TESOL & Education, 2(2), 1–26. https://doi.org/10.54855/ijte.22221
Pham, M. T., Nguyen, D. N. Q., Nguyen, T. K. C., Nguyen, H. N. M., Hoang, T. A. T., & Pham, V. P. H. (2022). The Reality of English Presentation Skills of English-majored Students in Vietnam: A Case Study at Van Lang University. International Journal of TESOL & Education, 2(2), 27-46. https://doi.org/10.54855/ijte.22222
Pringprom, P. (2012). Exploring relationship between students' vocabulary breadth and their reading proficiency. US-China Foreign Language, 10(4), 1098-1105.
Sidgi, L. F. S. (2021). The impact of social media on learning English vocabularies. International Journal of Humanities and Education Development (IJHED), 3(4), 90-96. https://dx.doi.org/10.22161/jhed.3.4.13
Simon, K. (February, 2022). Digital 2022: Vietnam. Retrieved from https://datareportal.com/reports/digital-2022-vietnam
Sivagnanam, S., & Yunus, M. M. (2020). Utilizing social media in vocabulary enhancement among primary ESL learners. Universal Journal of Educational Research, 8(2), 490-498. DOI: 10.13189/ujer.2020.080220
Spratt, C., Walker, R., and Robinson, B. (2004). Mixed research methods: Practitioner research and evaluation skills training in open and distance learning. Burnaby, BC: Commonwealth of Learning. Retrieved from https://oasis.col.org/colserver/api/core/bitstreams/a0f649ca-9764-438a-b10b-84638b956ebf/content
Tabrizi, H. H., & Onvani, N. (2018). The impact of employing Telegram app on Iranian EFL beginners' vocabulary teaching and learning. Applied Research on English Language, 7(1), 1-18. http://dx.doi.org/10.22108/are.2017.103310.1087
Tachom, K. (2021). Enhancing Thai EFL Students' EFL Vocabulary Knowledge through the Use of Task-Based Language Teaching and Storytelling Technique Adopting Thai Folktales. Asian Journal of Education and Training, 7(4), 235-243. DOI: 10.20448/journal.522.2021.74.235.243
Tufail, S., Rubab, I., & Hussain, S. (2021). An Investigation of ESL Students' Perceptions on the Use of Social Networking Applications to Increase Motivation and Vocabulary Development. Pakistan Social Sciences Review, 5(4), 665-674.
Van Lang University (2020). Decision No.109/QĐ/VL-HĐT 18th, August, 2020 of Chairman of the Van Lang University's Council about Educational Philosophy. Retrieved from https://en.vanlanguni.edu.vn/van-lang-university/education-philosophy-mission-core-values
Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. W. (2010). Embedded social learning in online social networking. ICIS 2010 Proceedings, 100.
Retrieved from https://aisel.aisnet.org/icis2010_submissions/100
Yuliya, G. (January, 2022). 15 Best Facebook Pages for Learning English. Retrieved from https://www.fluentu.com/blog/english/learn-english-facebook/
Yuskandini, T. A., Wahyuna, Y. T., & Sumarta, S. (2021). Students' Perception on Learning Vocabulary through WhatsApp Group Media During Covid-19 Pandemic. INTERACTION: Jurnal Pendidikan Bahasa, 8(2), 219-227. https://doi.org/10.36232/jurnalpendidikanbahasa.v8i2.1335
Zainal, Z., & Rahmat, N. H. (2020). Social media and its influence on vocabulary and language learning: A case study. European Journal of Education Studies, 7(11), 1-18. http://dx.doi.org/10.46827/ejes.v7i11.3259
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Pham Manh Tri, Nguyen Thi Thanh Van, Cao Thi Xuan Tu
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
