Social Media and English Language Writing Performances of a Ghanaian ESL Class: The Nexus

Autor/inn/en	Asafo-Adjei, Ramos; Mensah, Ronald Osei; Klu, Ernest Kwesi; Swanzy-Impraim, Enock
Titel	Social Media and English Language Writing Performances of a Ghanaian ESL Class: The Nexus
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2189388 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asafo-Adjei, Ramos) ORCID (Mensah, Ronald Osei) ORCID (Klu, Ernest Kwesi) ORCID (Swanzy-Impraim, Enock)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2189388
Schlagwörter	Foreign Countries; Social Media; English (Second Language); Second Language Instruction; Writing Skills; Student Attitudes; Writing (Composition); Barriers; Computer Use; High School Students; Student Behavior; Telecommunications; Handheld Devices; Attention; Addictive Behavior; Ghana + Suchen Sie Ihr Suchwort? Ausland; Soziale Medien; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; Schülerverhalten; Schreibübung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Telekommunikationstechnik; Aufmerksamkeit
Abstract	The nexus among social media usage and the English language writing performances of a Ghanaian English as Second Language (ESL) class was investigated in this enquiry. The simple qualitative case study design was used, and the data was collected from a co-educational government secondary school Form 2 General Arts One class in Ghana. A focus group discussion (FGD) guide was employed to elicit the data, and the data were synthesised and analysed using the Data Analysis Spiral. It was evidenced that social media has adversely impacted the students' English Language learning, as oblivious and non-standard contents have been smuggled into the students' academic writings and have negatively affected their performances. We recommend that teachers and parents regulate students' access to social media to restrict them to confined times to prevent them from wasting time on unproductive and non-academic-related activities. Also, stakeholders in education should consider integrating pedagogical practices that leverage social media to engage students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01