Effects of twitter-assisted learning on developing literacy skills and motivation for learning in EFL settings

Abstract EN

This investigation examines the pedagogical potential of using Twitter as a tool to assist learning reading and writing in EFL college students in Saudi Arabia.

A Twitter-assisted learning approach was designed as a social network tool for social interaction, peer collaboration, assignment instructions, discus- Sion and monitoring.

This model has been grounded in social learning theory and experiential learning theory.

The study aimed to check for improvements in literacy skills and motivation as a result of learning by the Twitter-assisted approach.

Sixty participants, randomly assigned to two equal groups, were engaged in an 8-week instruction literacy course.

One week before the course began they were pre-tested on reading and writing.

After one week of instruction using the Twitter approach for the experimental group, and the traditional method for the control group, the participants were tested for motivation for the course, and one week after the 8 weeks of instruction, they were post-tested on reading and writing and motivation for learning.

Findings using t-test analyses and MANOVA indicated the Twitter-assisted learning group outperformed the control group in mean scores on reading and writing on the post-test.

Improvements in motivation were also noted for the experimental group.

Results were discussed against a background of growing research in the West on the pedagogical potential of Twitter, with implications for pedagogy.