ACCESS TO ONLINE SOCIAL MEDIA SOURCES IMPROVE ENGLISH LEARNERS VOCABULARY SKILLS

http://dx.doi.org/10.31703/gesr.2019(IV-I).05      10.31703/gesr.2019(IV-I).05      Published : Dec 2019
Authored by : IrfanUllahKhan , SaifUllahKhan , MatiUllahKhan

05 Pages : 35-45

    Abstract

    The purpose of this research study was to highlight the importance of online social media sources in English language vocabulary development at university level. The study was descriptive in nature that is why self-developed questionnaire was used for the collection of data as a research instrument.  Population of the study was all the master level students enrolled in session 2015-16 of social sciences and pure sciences in public sector universities, and sample size of the present study was eight hundred students of four public sector universities of southern districts in Khyber Pakhtunkhwa. Similarly, the data which was collected from the given sample of population was arranged, coded, analyzed, and tabulated through SPSS version 24. Statistical tools which were used for analysis of the present data were percentage, mean, standard deviation, independent sample t-test, and one way ANOVA post hoc. Result of the study showed positive effect.

    Key Words

    University level learners, Access to Social media, English language Vocabulary

    Introduction

    Learning from various online social media sites is very important because it develops the creative power of the learners and increases their level of understanding while reading new words of vocabulary, watching new images, and listening of sounds and pronunciation styles of various native and non-native speakers of English language (khan et al, 2016).  Media use is not only useful for English language learners but also for those teachers who teach English to because the English teachers may get help from socials media sources like new methods of teaching English, new words of vocabulary, new styles, and similarly, various online workshops and seminars which are helpful for them regarding English language teaching to university level learners. Teachers get help from online sources and then they use these new trends in education on their students (Aydin, 2012). Thorne (2010) suggested the reason of social media familiarity is that social media is used to develop relationship through online communication and online. It is used to maintain relationship and is used for social interaction. The various social media sources are used for variety of purposes like classroom activities, social interaction, social awareness, and familiarity. Similarly, it is used for sharing of information and other necessary posts and pictures (Facer & Abdous, 2011). Social media sources like Facebook facilitate the learners and help them in learning process. As Yu, Tian, Vogel and Kwok (2010) also described the role of social networking that social media sources and especially the online social networking are the sources of autonomous learning and self-initiated learning. it is that source which makes them able improve their vocabulary and share their views and maintain personal links with others. Similarly, a large amount of vocabulary grammatical knowledge is there available on internet the learners may download various topics and grammatical rules and then they may share it with other friends and class-fellows for their extension of knowledge and information about that topic or field of interest through the help of social media source like Facebook (Valentine & Repath-Martos, 1997).  As it is mentioned above the features and advantages of social media tool Facebook in English as foreign language learning i.e. writing assignments, sharing of information, development of vocabulary, and so many other benefits the other important one is that it builds positive attitudes of students. Shih (2011) described in his experimental study that the use of Facebook in English language learning plays an important role and said that it develops the positive attitudes of the English learners besides another advantages of social media sources in English language learning.  Similarly, Another study which was conducted by Al-Shehri (2011) on male university level students highlighted that social media sources like Facebook plays an important role in English language learning. The findings of the study highlighted that learning through Facebook is new for English language learners and it is interested for English language learners. Learning through Facebook facilitate the English language learners and provide the English language learners opportunities to improve their vocabulary and get relevant information about the surrounding which are helpful  for them in English language learning process (Brady et al,  2010).    

    Review of Literature

    Online social media sources plays an important role in English language learning process because it facilitate learners to improve their learning of foreign or second language.  According to new modern approach outside the classroom conversation is more beneficial for English learners as compare to classroom discussion. Social media based language learning enables the EFL learners to get benefits from those  material which are already available on internet, and improve their language learning skills i.e. listening, speaking, reading, writing, and language learning competencies i.e. grammar competency and vocabulary building which using the various online sources (Krashen, 1988). You Tube is one the most important sites of social networking and play an important role in English language learning because the English learners may easily download videos from the You Tube and then they may learn English language from this video which are shared by teachers or other language exports for the help and support of the English language learners (Irfan et al, 2016).  The other important point regarding the You Tube application is that it is useful for English language teachers because the English language teachers use important video of English language in the classroom like video which are related to the pronunciation practice or different techniques which are used for language fluency and learners may get help from these video in order to improve their pronunciation, Grammar, vocabulary, listening, speaking, reading and writing skills of English language in a very easy and systematic manner (Brady et al,  2010).   

    Throne, (2009) has reported that blogs are used for many purposes in respect of language learning. Teachers and learners both use Facebook for variety of purposes like language learning assessment, practice of English language vocabulary, repetition of words, and making sentences. Different topics may be discussed in blogs which is written in blogs and the EFL leaners may present their comments on various topics and paragraphs which improve the reading and writing skills of EFL learners. Hui-Ju Wu and Pai-Lu Wu (2011) also find the trend that blogging plays a pivotal role in language learning. He has highlighted in his research study that blogs play a dominant role in reading and writing skills development of English learners, but the importance of blogging may not be ignored in vocabulary development of English learners. Blogs help the English learners to develop vocabulary, increase reading speed, develop proper use of grammar and enhance the reading comprehension of the EFL learners (Steven, 2009).

    Sykes et al. (2008) A also in their study revealed that computer-mediated communication tools are helpful in the study of language learning, and the practice of text-based chatting and multiple online gaming and mobile devices are also very helpful for them. Those learners who use social media sources like Facebook are more talented in reading and writing skills of English language because they do practice of reading and writing properly and use new words and vocabulary in writing skills (Bakar et al, 2010). 

    It is not only difficult to utilize media sources in classroom activities but a challenge also like print media or electronic media but so far as the application of social media is concerned than we may not wrong to say that social media sources are useful and easy for English language learners like Facebook use or twitter etc. (Shirley Biagy, 1996) described that media plays an important role in Education and facilitate the learners in teaching learning process and help them to improve their vocabulary. Media is use for entertainment of learners and increases the potential of learners. There are a number of online sites through which the English learners may get help easily (Aydin, 2012).

    Objectives of the Study

    1. To find out the role of access to online social media sources for English language vocabulary development at university level (across gender group). 

    2. To find out the role of access to online social media sources for English language vocabulary development at university level (across discipline). 

    3. To make appropriate recommendations based on the findings of the study


    Hypothesis of the Study   

    4. There is no significant difference in access to online social media sources for English language vocabulary development at university level. (Across gender group). 

    1.

    2. There is no significant difference in access to online social media sources for English language vocabulary development at university level. (Across discipline).

    Methodology

    Population of the study was all the student of public sector universities of Khyber Pakhtunkhwa enrolled in MA, M.Sc. programs session 2015-16. The study was descriptive in nature that is why self-developed questionnaire was used for the collection of data and finally data was collected from only 789 respondents both social sciences and pure sciences across gender groups. The researcher used one and same questionnaire for collection of data from the students of both social sciences and pure sciences. The validity and reliability of the modified questionnaire was checked in pilot study. The reliability of the questionnaire items were estimated with Cronbach’s Alpha. The data was collected through questionnaire in this way that the researcher explained orally the statements of questionnaire to the respondents and then the learners filled the questionnaires according to the given instruction and then the collected data was analyzed through statistical techniques like mean, standard deviation, independent T-test. In order to perform these statistical tools the researcher used SPSS (version-24).

    Results

    Graph 1:


    Table 1.   Use of Social Media Sources for English Language Vocabulary Development

    In the above table 1 views of respondents regarding vocabulary development through use of social media sources are presented. Those learners who never use social media sources for English language vocabulary development are zero,  those who rarely use various social media sources for English language vocabulary development are 10 1.3%, those learners who use sometimes were 179, 22.7%, those learners who often use sociasl media sources for English language vocabulary development were 282, 35.7%, and those learners who always use various social media sources for English language vocabulary development were only 318 out of 789 which is 40.3%  of the total sample of population. Thus in light of the above detail it may not be wrong to say that most of learners use various social media sources for English language vocabulary development but still there are a large number of learners who are never use or rarely and or only sometime use social media sources for English language speaking skills development. 

     

    Table 2. Usefulness of Social media Sources of English Language Vocabulary Development

    Scale Used

    Frequency

    Percent

    Valid Percent

    Cumulative Percent

    Not at all helpful

    39

    4.9

    4.9

    4.9

    Slightly Helpful

    33

    4.2

    4.2

    9.1

    Somewhat  helpful

    109

    13.8

    13.8

    22.9

    very Helpful

    439

    55.6

    55.6

    78.6

    Extremely Helpful

    169

    21.4

    21.4

    100.0

    Total

    789

    100.0

    100.0

     

     

    The above table 2 clearly indicated the views of learners regarding the improvement of English language vocabulary through online social media channels. The detail of learners are in light of five point likert scale are given below: Total number of responses regarding social media sources not at all helpful for English language vocabulary development were 39, 4.9%, slightly helpful were 33, 4.2%, somewhat helpful responses were 109, 13.8%, very helpful responses were 439, 55.6% and extremely helpful responses were 169, 21.4%.  Thus in light of the above views of the respondents it may not be wrong to say that social media sources are very helpful for English language vocabulary development.

     

    Table 3. Usefulness of Social Media Sources for English Language Learning Across gender groups (t-test)

    English Language

    Skills & Competencies

    Gender

    N

    Mean

    Std. Deviation

    F

    Sig.

     

    Vocabulary

    Development

    Female Students

    389

    4.0720

    .84032

     

     

    Male Students

    400

    3.6200

    1.00654

    41.542

    .000

    Female Students

    389

    3.9100

    .87321

     

    The above table 3 in vocabulary development male students mean 3.6200, female students mean 3.9100 std. deviation of male students 1.00654, and std. deviation of female students .87321, F-value 41.542, P-value is .000.

     

    Table 4.  Usefulness of Social Media Sources for English Language Learning Across discipline

    English Language

    Skills & Competencies

    Discipline

    N

    Mean

    Std. Deviation

    F

    Sig.

    Vocabulary

    Development

    Pure sciences

    389

    3.8586

    .92673

     

     

    Social Sciences

    390

    3.7744

    1.02682

    .326

    .568

    Pure sciences

    389

    3.7455

    .88778

    The above table 4 in vocabulary development social sciences students mean 3.7744, pure sciences students mean 3.7455 std. deviation of social sciences students 1.02682, std. deviation of pure sciences students .88778, F-value .326, and P-value is .568.

     

    Table 5. Usefulness of Social Media Sources for English Language Learning Across gender groups (ANOVA)

    English Language

    Skills & Competencies

    Gender Wise

    Groups

    Sum of Squares

    df

    Mean Square

    F

    Sig.

    Vocabulary

    Development

    Between Groups

    16.588

    1

    16.588

    18.648

    .000

    Within Groups

    700.091

    787

    .890

    Total

    716.679

    788

     

     

     

     

    The above table 5 of ANOVA application showed the views of gender groups regarding the usefulness of various social media sources in English language skills and competencies development which the researcher has selected for this present study.  In vocabulary development sum of squares between groups 16.588 and within groups 700.091, total 716.679 mean square 16.588 and .890, F-value 18.648, P-value .000. Thus in the above table of ANOVA application there is significance in views of learners that is why the hypothesis were accepted that there is no significant difference between the views of male and female learners regarding usefulness of social media sources for English language skills and competencies development because in all statement p-value is .000 which is less than critical threshold 0.05. 

     

    Table 6. Usefulness of Social Media Sources for English Language Learning Across gender groups (ANOVA)

    English Language

    Skills & Competencies

    Discipline

    Wise groups

    Sum of Squares

    df

    Mean Square

    F

    Sig.

     

    Within Groups

    741.367

    786

    .943

     

     

    Total

    741.825

    788

     

     

    Vocabulary Development

    Between Groups

    .731

    2

    .366

     

    .401

     

    .670

    Within Groups

    715.948

    786

    .911

    Total

    716.679

    788

     

     

    The above table 6 of ANOVA application reflected the views of discipline groups regarding the usefulness of various social media sources in English language skills and competencies development which the researcher had selected for this present study.  . In vocabulary development sum of squares between groups .731 and within groups 715.948, total 716.679 mean square .366 and .911, F-value .401, P-value .670. Thus in the above table of ANOVA application there is insignificance in views of learners that is why the hypothesis is rejected that there is no significant difference between the views of social sciences and pure sciences learners regarding usefulness of social media sources for English language skills and competencies development because p-value in all statements is greater than critical threshold 0.05.

     

    Table 7. Effect of Social media Sources on English Language Vocabulary Development across Gender groups

    Questionnaire

    statements

    Gender groups

    N

    Mean

    Std. Deviation

    df

    F

    Sig.

    My vocabulary English language has increased due to the use of various social media sources.

    Male Students

    400

    4.1725

    .58189

    787

    18.433

    .000

    Female Students

    389

    4.2828

    .63994

    775.346

    Use of social media sources helped me to learn new vocabulary of English language.

    Male Students

    400

    4.1700

    .59749

    787

    14.644

    .000

    Female Students

    389

    4.2828

    .63994

    779.757

    I use social media sources to read my friends ’opinions about several issues in order to increase my vocabulary of English language.

    Male Students

    400

    4.1725

    .58189

    787

    23.038

    .000

    Female Students

    389

    4.3008

    .64578

    773.607

    Social media is an important source for English language vocabulary development.

    Male Students

    400

    4.1725

    .58189

    787

    16.503

    .000

    Female Students

    389

    4.2751

    .63726

    776.110

    I read different text materials by using social media sources to increase my English language vocabulary.

    Male Students

    400

    4.1725

    .58189

    787

    14.620

    .000

    Female Students

    389

    4.2674

    .63448

    776.881

    Social media sources may be used to increase my English language vocabulary.

    Male Students

    400

    4.1725

    .58189

    787

    17.536

    .000

    Female Students

    389

    4.2699

    .64348

    774.303

    Social media have become an important source of English language vocabulary development.

    Male Students

    400

    4.1725

    .58189

    787

    18.201

    .000

    Female Students

    389

    4.2725

    .64440

    774.028

    Social media is my first choice to find new learning strategies for my vocabulary building.

    Male Students

    400

    4.1825

    .58742

    787

    15.049

    .000

    Female Students

    389

    4.2828

    .63994

    777.035

    I use social media to get new information which improve my vocabulary of English language.

    Male Students

    400

    4.4125

    .69177

    787

    15.424

    .000

    Female Students

    389

    4.4344

    .59113

    774.247

    Social media is an important platform that allows us to improve our English language vocabulary.

    Male Students

    400

    4.1725

    .58189

    787

    24.997

    .000

    Female Students

    389

    4.2931

    .65525

    770.594

     

    The above table 7 of t-test application clearly indicates the views of university level learners across gender groups regarding the role of social media sources in English language vocabulary development. The results of the study in light here showed  that there was no significant difference between  the views of male and female learners because in all the above ten statements the F-value is greater than p-value like in first statement the F-value is 18.433, and P-value is .000, in second statement F-value is 14.644, and P-value is .000, in third statement F-value is 23.038, and P-value is .000, in fourth statement F-value is 16.503, and P-value is .000, in fifth statement F-value is 14.620, and P-value is .000,  in sixth statement F-value is 17.536, and P-value is .000, in seventh statement F-value is 18.201, and P-value is .000, in eight statement F-value is 15.049, and P-value is .000, in ninth  statement F-value is 15.424, and P-value is .000, in last statement F-value is 24.997, and P-value is .000.  Thus it is also accepted because p-value in all statements is .000 which is less than critical threshold 0.05. It showed that there is no significant difference in views of leaners regarding effect of various social media sources in English language vocabulary development across gender groups at university level.

     

    Table 8.  Effect of Social media Sources on English Language Vocabulary Development across Discipline groups

    Questionnaire

    statements

    Discipline

    N

    Mean

    Std. Deviation

    df

    F

    Sig.

    My vocabulary English language has increased due to the use of various social media sources.

    Social Sciences

    390

    4.1564

    .69788

    777

    29.019

    .000

    Pure sciences

    389

    4.3290

    .47047

    682.242

    Use of social media sources helped me to learn new vocabulary of English language.

    Social Sciences

    390

    4.1538

    .71122

    777

    33.046

    .000

    Pure sciences

    389

    4.3290

    .47047

    674.946

    I use social media sources to read my friends ’opinions about several issues in order to increase my vocabulary of English language.

    Social Sciences

    390

    4.1564

    .69788

    777

    24.260

    .000

    Pure sciences

    389

    4.3470

    .47664

    687.230

    Social media is an important source for English language vocabulary development.

    Social Sciences

    390

    4.1487

    .69403

    777

    24.865

    .000

    Pure sciences

    389

    4.3290

    .47047

    684.364

    I read different text materials by using social media sources to increase my English language vocabulary.

    Social Sciences

    390

    4.1564

    .69788

    777

    33.845

    .000

    Pure sciences

    389

    4.3136

    .46456

    677.375

    Social media sources may be used to increase my English language vocabulary.

    Social Sciences

    390

    4.1462

    .69643

    777

    24.339

    .000

    Pure sciences

    389

    4.3265

    .47499

    686.698

    Social media have become an important source of English language vocabulary development.

    Social Sciences

    390

    4.1462

    .70011

    777

    27.367

    .000

    Pure sciences

    389

    4.3290

    .47047

    681.018

    Social media is my first choice to find new learning strategies for my vocabulary building.

    Social Sciences

    390

    4.1667

    .70285

    777

    34.996

    .000

    Pure sciences

    389

    4.3290

    .47047

    679.513

    I use social media to get new information which improve my vocabulary of English language.

    Social Sciences

    390

    4.3205

    .71512

    777

    70.104

    .000

    Pure sciences

    389

    4.5630

    .49666

    693.579

    Social media is an important platform that allows us to improve our English language vocabulary.

    Social Sciences

    390

    4.1564

    .69788

    777

    21.045

    .000

    Pure sciences

    389

    4.3393

    .49013

    697.779

     

    The above table 8 of t-test application clearly indicates the views of university level learners across discipline regarding the role of social media sources in English language vocabulary development. The results of the study in light here highlighted that there is no significant difference between  the views of social sciences  and pure sciences  learners because in all the above ten statements the F-value is greater than p-value like in first statement the F-value is 929.019, and P-value is .000, in second statement F-value is 33.046, and P-value is .000, in third statement F-value is 24.260, and P-value is .000, in fourth statement F-value is 24.865, and P-value is .000, in fifth statement F-value is 33.845, and P-value is .000,  in sixth statement F-value is 24.339, and P-value is .000, in seventh statement F-value is 27.367, and P-value is .000, in eight statement F-value is 34.996, and P-value is .000, in ninth  statement F-value is 70.104, and P-value is .000, in last statement F-value is 21.045, and P-value is .000,  thus it is accepted because p-value in all statements is .000 which is less than critical threshold 0.05 which shows the significance of results. It showed that there is no significant difference in social sciences and pure sciences leaners regarding effect of various social media sources in English language vocabulary development at university level.

     

    Table 9.  Effect of Social media Sources on English Language Vocabulary Development across gender groups

    ANOVA

    Questionnaire

    Statements

    Gender wise groups

    Sum of Squares

    df

    Mean Square

    F

    Sig.

    My vocabulary English language has increased due to the use of various social media sources.

    Between Groups

    2.398

    1

    2.398

     

    6.420

     

    .011

    Within Groups

    293.992

    787

    .374

    Total

    296.390

    788

     

    I use social media sources to read my friends ’opinions about several issues in order to increase my vocabulary of English language.

    Between Groups

    2.508

    1

    2.508

     

    6.551

     

    .011

    Within Groups

    301.335

    787

    .383

    Total

    303.843

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    3.245

    1

    3.245

     

    8.601

     

    .003

    Within Groups

    296.907

    787

    .377

    Total

    300.152

    788

     

    Social media sources may be used to increase my English language vocabulary.

    Between Groups

    2.075

    1

    2.075

     

    5.579

     

    .018

    Within Groups

    292.666

    787

    .372

    Total

    294.740

    788

     

    Social media have become an important source of English language vocabulary development.

    Between Groups

    1.774

    1

    1.774

     

    4.794

     

    .029

    Within Groups

    291.293

    787

    .370

    Total

    293.067

    788

     

    I use social media to get new information which improve my vocabulary of English language.

    Between Groups

    1.872

    1

    1.872

     

    4.981

     

    .026

    Within Groups

    295.756

    787

    .376

    Total

    297.627

    788

     

    Social media is an important platform that allows us to improve our English language vocabulary..

    Between Groups

    1.972

    1

    1.972

     

    5.239

     

    .022

    Within Groups

    296.213

    787

    .376

    Total

    298.185

    788

     

    Use of social media sources helped me to learn new vocabulary of English language.

    Between Groups

    1.983

    1

    1.983

     

    5.262

     

    .022

    Within Groups

    296.572

    787

    .377

    Total

    298.555

    788

     

    I use social media sources to read my friends ’opinions about several issues in order to increase my vocabulary of English language.

    Between Groups

    .095

    1

    .095

     

    .229

     

    .632

    Within Groups

    326.516

    787

    .415

    Total

    326.611

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    2.866

    1

    2.866

     

    7.477

     

    .006

    Within Groups

    301.689

    787

    .383

    Total

    304.555

    788

     

     

    The above table 9 of one way ANOVA application shows the views of gender groups regarding the role of social media in English language vocabulary development at university level in Khyber Pakhtunkhwa. The views of learners are collected in five point Likert scale Strongly Disagree to strongly agree. The results of the study here revealed  that there was insignificance in results of the above table  like in first statement the F-value is 6.420, and P-value is .011, in second statement F-value is 6.551, and P-value is .011, in third statement F-value is 8.601, and P-value is .003, in fourth statement F-value is 5.579, and P-value is .018, in fifth statement F-value is 4.794, and P-value is .029,  in sixth statement F-value is 4.981, and P-value is .026, in seventh statement F-value is 5.239, and P-value is .022, in eight statement F-value is 5.262, and P-value is .022, in ninth  statement F-value is .229, and P-value is .632, in last statement F-value is 7.477, and P-value is .006. Thus it is partially accepted because in some statements p-value is less than critical threshold but in rest of nine statements p-value is greater than critical threshold 0.05. It showed that there is significant difference in views of leaners between groups and within groups across gender groups regarding effect of various social media sources in English language vocabulary development at university level.

     

    Table 10.  Effect of Social media Sources on English Language Vocabulary Development across Discipline groups

    ANOVA

    Questionnaire

    Statements

    Discipline

    Wise groups

    Sum of Squares

    df

    Mean Square

    F

    Sig.

    Social media is an important source for English language vocabulary development.

    Between Groups

    21.050

    2

    10.525

     

    30.045

     

    .000

    Within Groups

    275.341

    786

    .350

    Total

    296.390

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    21.192

    2

    10.596

     

    29.465

     

    .000

    Within Groups

    282.651

    786

    .360

    Total

    303.843

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    22.544

    2

    11.272

     

    31.915

     

    .000

    Within Groups

    277.608

    786

    .353

    Total

    300.152

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    21.484

    2

    10.742

     

    30.899

    .000

    Within Groups

    273.256

    786

    .348

    Total

    294.740

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    19.870

    2

    9.935

     

    28.584

     

    .000

    Within Groups

    273.197

    786

    .348

    Total

    293.067

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    21.421

    2

    10.710

     

    30.479

     

    .000

    Within Groups

    276.207

    786

    .351

    Total

    297.627

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    21.634

    2

    10.817

     

    30.744

     

    .000

    Within Groups

    276.551

    786

    .352

    Total

    298.185

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    20.507

    2

    10.253

     

    28.985

     

    .000

    Within Groups

    278.048

    786

    .354

    Total

    298.555

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    31.968

    2

    15.984

     

    42.640

     

    .000

    Within Groups

    294.643

    786

    .375

    Total

    326.611

    788

     

    Social media is an important source for English language vocabulary development.

    Between Groups

    21.888

    2

    10.944

     

    30.431

     

    .000

    Within Groups

    282.667

    786

    .360

    Total

    304.555

    788

     

     

    The above table 4.70 of one way ANOVA application shows the views of discipline groups regarding the role of social media in English language vocabulary development at university level in Khyber Pakhtunkhwa. The views of learners are collected in five point Likert scale Strongly Disagree to strongly agree. The results of the study highlighted that there was no significant  difference between  the views of social sciences and pure sciences  learners because in all the above ten statements the F-value is greater than p-value like in first statement the F-value is 30.045, and P-value is .000, in second statement F-value is 29.465, and P-value is .011, in third statement F-value is 31.915, and P-value is .000, in fourth statement F-value is 30.899, and P-value is .000, in fifth statement F-value is 28.584, and P-value is .000,  in sixth statement F-value is 30.479, and P-value is .000, in seventh statement F-value is 30.744, and P-value is .000, in eight statement F-value is 28.985, and P-value is .000, in ninth  statement F-value is 42,640, and P-value is .000, in last statement F-value is 30.431, and P-value is .000. Thus it is accepted because in all ten statements p-value is .000 which is less than critical threshold 0.05. It showed that there is no significant difference in social sciences and pure sciences leaners between groups and within groups regarding effect of various social media sources in English language vocabulary development at university level.

    Finding / Results

    The findings of this study highlighted the importance of online social media sources for English language vocabulary development at university level in Khyber Pakhtunkhwa.

    The findings of the study highlighted that there is not a significant difference between the views of male and female learners regarding the usefulness of social media sources for English language vocabulary development at university level.

    The findings of the study highlighted that there is not a significant difference between the views of social sciences and pure sciences students regarding the use of social media for English language vocabulary development at university level.

    The findings of the study indicated that the use of social media sources for English language vocabulary development is not only positive in social sciences but also in pure sciences, and similarly, not only for male learners but also for female learners according the views of learners regarding access to online social media for English language vocabulary skills development at university level. 

References

  • Al-Shehri, S. (2011). Connectivism: A new pathway for theorising and promoting mobile language learning. International Journal of Innovation and Leadership on the Teaching of Humanities, 1(2), 10-31.
  • Aydin, S. (2012). A review of research on Facebook as an educational environment. Education Tech Research Development 33 (1) Pp 221-234
  • Bakar, N. A. (2009).
  • Brady, K. P., Holcomb, L. B., & Smith, B. V. (2010). The use of alternative social networking sites in higher educational settings: A case study of the e-Learning benefits of Ning in education. Journal of Interactive Online Learning, 9(2), 151-170.
  • Hew, K. F. (2011). Students' and teachers' use of Facebook. Computers in Human Behaviour. Article available at doi:10.1016/j.chb.2010. 11.020.
  • Irfan et al, (2016)
  • Thorne, S. L. (2010). The 'intercultural turn' and language learning in the crucible of new media. In F. Helm & S. Guth (eds.), Telecollaboration 2.0 for Language and Intercultural Learning. Bern: Peter Lang.
  • Thorne, Steven (2008).
  • Thorne, Steven (2009).

Cite this article

    APA : Khan, I. U., Khan, S. U., & Khan, M. U. (2019). Access to Online Social Media Sources Improve English Learners’ Vocabulary Skills. Global Educational Studies Review, IV(I), 35-45. https://doi.org/10.31703/gesr.2019(IV-I).05
    CHICAGO : Khan, Irfan Ullah, Saif Ullah Khan, and Mati Ullah Khan. 2019. "Access to Online Social Media Sources Improve English Learners’ Vocabulary Skills." Global Educational Studies Review, IV (I): 35-45 doi: 10.31703/gesr.2019(IV-I).05
    HARVARD : KHAN, I. U., KHAN, S. U. & KHAN, M. U. 2019. Access to Online Social Media Sources Improve English Learners’ Vocabulary Skills. Global Educational Studies Review, IV, 35-45.
    MHRA : Khan, Irfan Ullah, Saif Ullah Khan, and Mati Ullah Khan. 2019. "Access to Online Social Media Sources Improve English Learners’ Vocabulary Skills." Global Educational Studies Review, IV: 35-45
    MLA : Khan, Irfan Ullah, Saif Ullah Khan, and Mati Ullah Khan. "Access to Online Social Media Sources Improve English Learners’ Vocabulary Skills." Global Educational Studies Review, IV.I (2019): 35-45 Print.
    OXFORD : Khan, Irfan Ullah, Khan, Saif Ullah, and Khan, Mati Ullah (2019), "Access to Online Social Media Sources Improve English Learners’ Vocabulary Skills", Global Educational Studies Review, IV (I), 35-45
    TURABIAN : Khan, Irfan Ullah, Saif Ullah Khan, and Mati Ullah Khan. "Access to Online Social Media Sources Improve English Learners’ Vocabulary Skills." Global Educational Studies Review IV, no. I (2019): 35-45. https://doi.org/10.31703/gesr.2019(IV-I).05