The effect of Content Creator for English Phenomenon in social media on Vocabulary Learning
DOI:
https://doi.org/10.37134/ajelp.vol11.2.9.2023Keywords:
content creator, EFL, English phenomenon, social media, vocabulary learningAbstract
The proliferation of social media platforms has emerged as a global phenomenon. Currently, individuals spend a significant portion of their time engaging with online platforms, particularly those related to social networking. Social media sites provide students with access to a range of effective learning methods, such as automatic learning and visualization approaches. The use of social media platforms for the purpose of acquiring English language skills is both stimulating and motivational. The major goal of this study is to investigate how social media platforms, notably Facebook, aid in the acquisition of English language fluency, either via automated processes or by inadvertent means. The research used a 5-Likert scale questionnaire, pre- and post-vocabulary tests, and semi-structured interviews to collect data from second-grade EFL learners and social media users. The results indicate that individuals who generate material on social media platforms have a substantial influence on the acquisition of vocabulary by language learners. A sizeable proportion of participants viewed content providers as effective resources for enhancing their English vocabulary with favorable thoughts and attitudes. This has resulted in a greater sense of self-assurance in the use of acquired vocabulary and a greater motivation to engage in the exploration and acquisition of novel English lexicon. In addition, the participants demonstrated active engagement with the content creators by actively exercising the provided vocabulary, thereby reinforcing their learning through interactive activities and assessments. This study implicates that the social media content can be used as resources in language learning for secondary EFL learners specifically in developing their English vocabulary.
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