2

nd
chapter
Literature review
The literature review focused on the one hand, on the discussion on the sub topics related
to the study over the past decades, on literature review resources in e-learning beyond the
field of technology, and, on the other, the discussion on the previous researches.
The first Literature Review commence with a brief history of the use of the technology
and the new media in this context. This Literature Review would mean FACEBOOK
media would offer more up-to date information than other types of computer assisted
language learning specific resources. In order to take advantage from Technology
Journals, Academic Articles, Statements, Quotations, Sayings and Extracts are also
included.
The context of each included item was examined and tagged according to the categories of
technology types used in language learning that are identified in the conceptual
framework of the study. This did provide indications of some possible trends in the use of
FACEBOOK to support language learning. As well as considering the types of
FACEBOOK approaches addressed in the included articles, and other items, the survey
considered them in terms of the categories formal, informal and non-formal learning.
The second Literature Review serves to expand Literature Review beyond FACEBOOK,
and discussions on the previous researches by drawing similarities with findings and
outcomes identified in closely-related areas. These are basically;
1. Computer Supported Language Learning.
2. E-learning and open & distance learning.
3. Computer mediated communication.
4. Mobile and interactive learning.
These areas together with FACEBOOK from a group of closely linked fields of research,
practice and development of language learning and are mutually enriched and developed.
This Literature Review also synthesizes findings and draw conclusions by bridging
FACEBOOK as a language learning tool with research carried in the above mentioned
fields. The main aim was to seek impacts of FACEBOOK on language learning and draw
on methodology, findings and recommendations from other studies.
This part of study was promoted by a growing interest among the learners of language and
educational players about how they learn language and new emotions by using Facebook
and uses of technology for learning formally and informally. The growing attention on
learning language where emphasis is not on predefined pathways (accent, pronunciation
and spellings) set by educators on the individual and the collective that are co-constructed
by learners, supported by various resources of FACEBOOK throughout the learning
process.
How the Internet has affected the preferred learning styles of young people wanting to
learn English around the world. The result revealed that 69% of learners said that they
found the FACEBOOK had helped them learn more effectively because of its informality
and relaxing atmosphere (Dalton, 2009). The way learners creatively, configure, adapt
and handle resources that constitute learning processes are highlighted attention drawn or
practice. An estimated 80% of adults learning takes place outside formal education for
language learning, it is likely that out-of-class experiences play an equally important role.
(Benson & Reindeers, in press2).
However informal learning has received far less attention while, institutionalized
learning classroom methods and materials have been intensively explored over the year.
It fascinating how we all think differently about what social media is? Different
people have different view point about the use and impacts of FACEBOOK on
language learning. Its affordable for anyone who wishes to use it because the use
of Facebook accelerate the learning of language, To start, Wikipedia, the social
media go to reference created by the public in the form of thousands of contributors,
defines Facebook as media for social interaction, using highly accessible and scalable
communication techniques. Facebook is the use of web-based and mobile technologies to
turn communication into interactive dialogue. Facebook is todays most transparent,
engaging and interactive form of public relations. It combines the true grit of real time
content with the beauty of authentic peer-to-peer communication. (Lisa). FACEBOOK is
not about what each one of us does or says, but about what we do and say together,
worldwide, to communicate in all directions at any time, by any possible
means. (Michelle Chmielewski). FACEBOOK the platform that enable the interactive
web by engaging users to participate in, comment on and create content as means of
communicating with their social graph, other users and the public. FACEBOOK has the
following characteristics:
1. Encompasses wide variety of content formats including text, video,
photographs, audio, PDF and PowerPoint. Many social media make use
of these options by allowing more than one content alternative.
2. Allows interactions to cross one or more platforms through social
sharing, email and feeds.
3. Involves different levels of engagement by participants who can create,
comment or wait on social media networks.
4. Facilitates enhanced speed and breadth of information dissemination.
5. Provides for one-to-one, one-to-many and many-to-many
communications.
6. Enables communication to take place in real time or asynchronously over
time.
7. Is device in different? It can take place via a computer (including laptops
and netbooks), tablets (including iPads, I Touch and others) and mobile
phones (particularly smartphones).
8. Extends engagement by creating real-time online events, extending online
interactions offline, or augmenting live events online. Heidi Cohen
Social media broadly defined consists of any online platform or channel for user
generated content. By this definition, for example, Word Press, Share point, and Lithium
qualify as social media, as do YouTube, Facebook and Twitter. Social media more
narrowly defined includes only channels for user-generated content, as distinguished from
platforms, which are referred to as social technologies. By this definition, for example,
YouTube, Facebook, and Twitter are social media, and Word Press, Share point and
Lithium are social technologies. Joe Cottrell. Facebook is digital content and interaction
that is created by and between people. Sam Decker. Facebook is a shift in how we get
our information. It used to be that we would wait for the paper boy to throw our news on
the doorstep (or into the flowers) and wed read the paper, front to back, with our morning
coffee before going to work. Now we get information, 24/7 and on the fly, from
anywhere. In the more traditional senses, online, on our phones, and through the social
platforms. Social media allows us to network, to find people with like interests, and to
meet people who can become friends or customers. It flattens out the world and gives us
access to people we never would have been able to meet otherwise. Ginny Dietrich.
Facebook is the tools, services, and communication facilitating connection between peers
with common interests. Chris Garrett. Social media are the online technologies and
practices that people use to share content, opinions, insights, experiences, perspectives,
and media themselves. They are media for social interaction. Howard Greenstein. Social
media is an ever growing and evolving collection of online tools and toys, platforms and
applications that enable all of us to interact with and share information. Increasingly, its
both the connective tissue and neural net of the Web. Ann Handley. Facebook is online
text, pictures, videos and links, shared amongst people and organizations. Dave Ker pen.
Facebook is digital, content-based communication based on the interactions enabled
people by web technologies. Rebecca Loeb, author of The Truth about Search Engine
Optimization. Facebook is a collection of online platforms and tools that people use to
share content, profiles, opinions, insights, experiences, perspectives and media itself,
facilitating conversations and interactions online between groups of people. Facebook is
the platform/tools which helps the people to interact and share information and learn
language also. Facebook is the act of connecting on social media platforms. Doreen
Moran. Social media is any of a number of individual web-based applications
aggregating users who are able to conduct one-to-one and one-to-many two-way
conversations. Trey Pennington. Facebook is a communication channel or tool used to
store, share, discuss or deliver information within online communities. The focus is on
interaction and relationships. Angie Schottmuller. Most literally, Facebook would be
any object or tool that connects people in dialogue or interaction in person, in print, or
online. In common usage, Facebook has come to mean a specific category practices,
technology, tools, and online sites that involve social relationships, participation, and
user-generated content. Liz Strauss
Facebook effects on students: A review of Literature David
Sotomayor University of Texas at El Paso
Now a days we see how students are less interested in school matters, how they are more
interested in social sites compared than using the internet for intellectual purposes. The
social site Facebook has been said to affect the performance of students and does not
affect others.
Facebook is the largest social site in the world now a days, launched in February 2004 by
Harvard students Mark Zuckerberg and his roommate. Eduardo Savarin Facebook was
originally created for Harvard students only, for them to keep in touch when they were
away from the campus, but the site has been now expanded worldwide with now having
more than one billion active users, the majority of these users are still college students. It
has been also very famous for being a distraction among the students.
According to a study done by psychologist Paul A. Kirsch era of the Centre for Learning
Sciences and Technologies at the Open University of the Netherlands there was a
noticeable low G.P.A. score. The students that were more affected by Facebook were the
ones that had this site on their mobile devices and that when they were studying they
would also be receiving messages from Facebook and that distracted them, they could not
do the multi-task of studying while receiving messages of this site as they are used to
multi-task with everything else. As said on nbc.com: Choney, Suzanne (2010,
September 7
New Research Shows Facebook's Positive Impacts on Student Development
May Far Outweigh Negative Results
New Research by Dr. Reynol Junco, Lead Editor of "Using Emerging Technologies to
Enhance Student Engagement" Illustrates Facebook's Positive Impacts on College
Students' Academic and Social Development. Social media researcher, Dr. Reynol Junco
according to him
Statistics show that more than 90 percent of college students use Facebook,
therefore it's critical for researchers who study student development to closely
examine the relationship between usage and student performance and behavior
Lock Haven, PA (PRWEB) May 20, 2009
Recently released research on the link between Facebook usage and poor academic
performance has sparked debate in the world of academia. Though highly publicized, and
in some cases sensationalized according to the researcher, no controlled experimental
study was conducted, leading many to question the results and implications broadcast by
mainstream media. While research does indicate that there is a relationship between very
high Facebook usage and difficulty with time management and study skills, researchers
have uncovered other correlations that may be far more compelling. New research by Dr.
Reynol Junco and his colleagues indicates that Facebook's positive impact on student
engagement and its vast potential for enhancing learning, specifically among college
students, may greatly outweigh any negative results.
"Statistics show that more than 90 percent of college students use Facebook, therefore it's
critical for researchers who study student development to closely examine the relationship
between usage and student performance and behavior," said Dr. Reynol Junco, author,
researcher and associate professor at Lock Haven University. "Academia is often slower
to adopt technology and recent media stories about Facebook have played on faculty
misconceptions. Contrary to the recently released data, our research indicates that there is
a strong relationship between Facebook usage and student engagement, which is a huge
indicator of student success."
Dr. Reynol Junco is the lead editor of "Using Emerging Technologies to Enhance Student
Engagement", a recently published volume on emerging technologies, their impact on
student achievement and their usage in academia. Research published in the volume
shows that among highly active Facebook users, more reported high or very high
connections to friends, participation in one or more student organizations and high
connection to their university. All three variables have been proven to be related to higher
grade point averages and student persistence in other research.
Additionally, according to Dr. Junco's research, Facebook can be used by members of
higher education to help enhance student learning, build a sense of community, further
increase student engagement and facilitate communication between educators and
students. Based on his findings, Dr. Junco highly recommends that members of higher
education learn more about social media networking sites and become comfortable with
them so that they can eventually join and model appropriate usage for students. He also
encourages the use of Facebook applications such as Courses 2.0, Swift Kick's Red Rover
and Blackboard Inc.'s Blackboard Learn to help educators effectively connect with
students and communicate class information.
In August 2009, Dr. Reynol Junco will launch one of the first controlled experimental
studies of social media's impact on grade point averages. "As students continue to utilize
emerging technologies, it's increasingly important that we research their impact on
students, and explore ways in which students can use these technologies responsibly," said
Dr. Junco. "Social media plays a hugely significant role in the everyday lives of our
students, and educators will have to become active participants in the movement if
they want to continue to effectively communicate with them and help them succeed."
On the other half a study performed by Reynolds Junco a professor form Lock Having
University says that Facebook cannot be blamed for lower grades of college students that
in fact some activities performed on Facebook actually help increase the students grades
by the students using this site as a tool for study such as checking up on friends and
sharing links. The real problem was when students started distracting themselves by
instead of taking advantage of how Facebook can help their studys, they would start to
update theyre status and that would completely distract them from their studies.
As mentioned in Professor Juncos study: Bonilla, V (2011, October 14).
In another study done by Trudy Hanson we see how college students spend very few
time doing school related activities compared to the time they spend on social sites, if the
time they spent on social sites they would use to do school related activities there grades
would be exceptional, taking in mind that they spent up to 6 hours daily on these social
sites as shown in the study.
A study done in Ohio by Aryan Karpinski demonstrates how college students who use
Facebook spend less time studying, doing school related activities and have a lower grade
point average than students who have no signed up for the social network website.
Another study done in February, Oxford University neuroscientist Susan Greenfield
warned us that social sites like these where infantilizing the human brain like a small
childrens by providing instant gratification and shortening the attention span.
According to Gary smalls book iBrain: Surviving the Technological Alteration of the
Modern Mind people who spend time in social sites have decreased ability to understand
facial expressions and understand facial gestures. This is affecting Facebook effects on
students primarily the young people since young minds are the most sensitive. And people
that did not use these sites did not have any of these problems at all.
Currently most of middle schools have Facebook banned on their campus, since students
are getting distracted on the site than paying attention in class. There should be a policy
for Colleges of blocking Facebook two a weeks prior to exams and on the exam week and
also to block Facebook on students who are not doing their homework and having low
grades, its believe that this policy will have a huge impact on students grades. In this
literature review we saw how Facebook in most of the cases does affect directly the
grades of college students, even though in some cases it helps them achieve better grades,
by correctly taking advantage of the tools provided by Facebook, but most students cannot
multitask and will get distracted with this site, and by the studies shown how non-users
have better grades than the users it does have an effect on student GPA.
Internet usage effects
An increasing number of scholars have sought to study and measure the impact of social
media. A 2010 study by the University of Maryland suggested that social media services
may be addictive, and that using social media services may lead to a "fear of missing out,"
also known as the phrase "FOMO" by many students. It has been observed that Facebook
is now the primary method for communication by college students in the U.S. According
to Nielsen, global consumers spend more than six hours on social networking sites.
"Social Media Revolution.
The Importance of Learning L2
The Australian Language and Literary Policy make the observation that language
learning can result in a better understanding of ones first language and stimulate rigorous
thinking and memory. Learning another language may also broaden linguistic
perspectives.
It is essential to examine the literature, which argues that language learning in general has
benefits of an intellectual, cultural and emotional nature. In this regard, relevant literature
is discussed here.
The learning of languages other than ones own tends to be regarded totally by the public
as a general good. However, such broad view needs to be examined carefully to
understand how this might vary across different times, different political contexts and
different philosophies about education, immigration, international affairs and other major
collective concerns. Language learning cannot be practiced lack of value without
reference to individual, educational and general objectives, and statements on its worth
will inevitably reflect socio political positions. This section will examine varying views in
Pakistan and other societies where English is taught as a second language. The literature
discussed will be used to support this idea,
A review of the literature claiming that Facebook promotes the development of cultural
understandings and language learning make easy. Discussions as the contents of language
learning are reviewed, and finally all the main arguments for the promotion of language
learning are summarized and linked to the subjects.
Language Awareness as an Important Aspect
Language awareness is widely recognized as an important aspect of the language
knowledge, and this section reviews literature which claims that language learning assists
the development of such awareness. Language awareness is considered under its own
heading here, because, while it is definitely included in many of the definitions of
improved thought in effect mentioned. This literature tends to take a broad view of
language learning, including mother tongue and language across the curriculum as well as
second language learning through Facebook.
A key definition of language awareness is given by Don Mall, that is: Language
awareness is a persons sensitivity to and conscious awareness of language and its role in
human life. People learn language through Facebook because they spent most of their
time on Facebook and interact with people from every corner of the globe.
Socio-Cultural Advantages of Language Learning
EFL teachers have a responsibility to teach about the culture of the target language.
Language learning is often claimed to have the advantage of broadening cultural horizons
and this is clearly of relevance to teachers who are charged with teaching elements of
culture themselves. This section will consider in what ways language learning has been
credited with conferring greater cultural understanding.
The word culture is one of the most complex ones in the English language, mainly
because it is used to express different concepts in a range of disciplines. What most
concerns us here are ways of discussing culture, which are most relevant to language and
language learning. An early such definition is that of Edward Sapir:
Language does not exist apart from culture, that is, the socially inherited assemblage of
practices and beliefs that determines the texture of our lives.
Sapirs definition does suggest by assemblage that culture is a static phenomenon, a
view that now has little currency. Definitions that are more recent emphasize the fluid,
situated and negotiated nature of culture, meaning that it will manifest differently in
different social and interpersonal contexts and different times. As Morrissey puts it:
Culture is not an item of baggage but a continuous process of renegotiation grounded in
specific times and places and affected by other social processes. Carr defines culture as
the systematic and collective making of meaning and argues that language has a central
role in the making of meaning, as does Halliday, who contended that learning ones first
language is learning how to mean. The language use cannot be disassociated from the
creation and transmission of culture.
Pakistan can be described as multicultural while it is a contested term, it is usually
understood to mean that we are a nation which includes indigenous inhabitants who
represent many different cultures, and that there is acceptance of, and some institutional
support for, the maintenance of this diversity. Cross-cultural communication, then, is an
important feature of intra-national education, politics and business, as well as of
international contacts. Cultural diversity becomes a kind of spectacle whereby only
colorful surface forms such as food, dance and clothing are visible and available to be
appreciated by members of a dominant majority culture.
It is the normalization of ones own culture which appears to be the enemy of successful
cross-cultural communication, and many of the statements about the value of learning
languages emphasize the perspective it gives on ones own culture. Learning how a
different set of social meanings are created and sustained through language can lead to a
realization that ones own habits, values and mores are arbitrary.
How then does culture relate to language learning and teaching? It has been said that all
teachers of language are teachers of culture. Fitzgerald points out that students are
learning cultural practices from the very first day of a language course, whether or not
these are explicitly pointed out by the teacher.

Let us now consider some of the statements which have been made about the contribution
of language learning to a broader perspective on cultures. A major point made by many
authors is that language learning gives us insights into the cultures of the peoples who use
that language, and that any such insights developed without knowledge of the language
must inevitably be shallow. Baker and Prys-Jones,
Language is the deepest manifestation of culture. It facilitates the expression of universals
and those features that are specific to a particular culture, its way of looking at the world.
Baldauf claims that cultural development is the second major reason why language
learning is important. He states that when taught in a cultural and social context,
languages widen the minds horizons, and help us to look outwards to the world as well as
inwards to our own society. Further, he argues that language learning is indispensable to
understanding diversity in a multicultural society like Pakistan.
Several authors stress that language learning also leads to the development of different
perspectives on ones own culture. Therefore, through successful learning of a second
language one can reflect on ones own culture in a more objective way, perceiving
differences and commonalities. Understanding the cultural basis for behavioral differences
can set up a mirror to ones own language and culture.
Learning a second language can assist in learning about ones own culture, and lead to
recognizing ones own cultural conditioning. This ability to contrast cultures in terms of
shared meanings, values and practices is also emphasized as a key outcome of language
learning. This competence in a foreign language is different from that of a native
speakers because it involves the ability to see the relationships between the learners and
the native speakers languages and cultures.
Related Advantages of Language Learning
There has been a production of texts teaching or discussing successful language learning
strategies. An implication of this focus on how to learn language is that once these
strategies have been acquired, they can be applied to the learning of a third or subsequent
language. These views are reviewed as under.
Baker and Prys-Jones, writing about the benefits of bilingualism, contend that being
bilingual gives one confidence in learning another language. Knowing that it is easy to
operate in two languages makes it seem entirely possible to learn a third (or fourth)
language. Edwards citing examples of highly multilingual individuals, suggests that the
more languages one has, the easier it is to add more. This idea, that learning a second
language is the key to unlocking a kind of mental door to further language learning. He
claims that foreign language learning in schools should be an education in learning how
to learn language and more talk about language than has been the fashion. In other
words, Hawkins is not advocating that there is necessarily a progressive easing of the task
as one learns further languages, but that educational intervention of the language
awareness type which he proposes, should be planned to ensure that this is so.
THE RISE OF THE SOCIAL MEDIA
Social Media, the so-called Social Network as referred to in the relationship among users,
are rapidly growing types of digital media. They emerge in various forms to bring people
together as communities: Blogs (e.g., Word Press), Social Networks (e.g., Facebook),
Microblogs (e.g. Twitter), Wikis (e.g. Wikipedia), Video Podcasts, Discussion Forums,
RSS Feeds, and Photo Sharing (e.g. Flickr) (GSA's Office of Citizen Services
& Innovative Technologies, 2012).The popular social media among teenagers, who are
the majority of the social media users, include Facebook,Hi5, Twitter, Linked in, and
Foursquare respectively. The top five online activities online include e-mailing, reading
news, sending private messages, reading reviews and sharing content. The dramatic rising
of the new online community affect all dimensions of society from politics to economics,
from culture to lifestyle, and from entertainment to the realms of teaching-learning.
The impact of technology on the English language
By PAUL PARRY on JULY 28, 2010
Here are some statistics:
More people currently have a mobile phone capable of accessing the internet than
have a PC with net access (source: Mobile Top Level Domain, the organization
charged with overseeing the .mobile domain name registration)
Sending text messages is now almost as common as talking on mobile phones
Only 12% of mobile users never use their phone for texting (and virtually half of
these people are over 65).
70% of 15-24 year-olds say they could not live without their mobile phone
There are an estimated 110 million-150 million blogs in existence (although many
of these are abandoned soon after they are established)
Technologys role in our lives is surprising, its effect on the way we communicate has
changed the English language forever to be more specific, the way we speak today is,
generally, the way we spoke before the internet became what it is, although with an
enriched vocabulary. Conventions of telephone conversations have, to my mind, changed
little we still use the same methods if not words to greet and sign off. For example what is
hugely different, however, is the way we write today is accepted no one is there to
complain for spellings. That is the area where technology has had the biggest impact.
Email altered the structure of the letter as a communicative tool. It brought with it a whole
new etiquette, as well as new conventions and new abbreviations, such as IMO (in my
opinion), FWIW (for what its worth), IIRC (if I remember correctly) and FYI (for
your information) , And it introduced the idea that WORDS IN UPPER CASE
MEAN WE ARE SHOUTING, while lower case writing is the accepted form.
But email English is nothing compared to the impact upon language driven by mobile
phone users. The rate and extent of change this has had is truly astounding. The way we
write our text messages is now so widely accepted that it has infiltrated mainstream
advertising. Here are two examples I can think of immediately:
Virgin Media, the British company, ran a campaign several months ago for its provision
of broadband (or Brdbnd, as it called it) and, a little more locally to me, a council
campaign advised us: Dnt B Wstfl. And then we have the unexpected rise of blogging.
There are now well over 100million blogs worldwide. Add to that the even-more-
mysterious growth of the key social networking websites Myspace, Bebo, Facebook and
we start to see the whole picture. The watch-words today are user-generated content
(UGC). So, to sum upemail + texting + blogging + social networking sites = people
writing more how they speak and less like they used to write. And, essentially, less
like they had to write either for a superior, a parent or a teacher. Also, lets remember one
of the basic driving elements in this evolution: the screen size of mobile phones is small
and, therefore, text messaging was always, by default, short. And short, inevitably,
becomes shorter.
People habitually writing the same things would reduce the length of those words and
phrases so that the meaning remained in one piece while the effort required to
communicate and the amount of screen space used were both minimized. Because while
mainstream, digital communication alters language use, it does not remove the outdated; it
merely sits combined with pact. And there are plenty of people who are still interested in
English as we have known it since before the 1990s, when mobiles and Messrs. Page and
Brin (Googles founders) came to prominence.
New Technologies affect greatly English language use
New technology plays a very important role in the process of communication in todays
world. Internet chat rooms and cellphones are the most effective, convenient and widely
used technological instruments for communication globally. One of the most accessible
tools of communication in todays world is the cellphone text messages (SMS).
Mphahlele and Mashamaite (2005, 161) argue that SMS is relatively cheaper both in term
of money and economic in term of time spent during the process of communication. In
spite of the fact that new technology facilitate the process of communication. Internet
communication applications including chartroom and email exchanging on the one hand
and the text messaging on the other hand play a positive role in making communication
easy and fast. Yet, there are negative effects derived from using these tools. According to
Mphahlele and Mashamite (2005), there are harmful effects on the language proficiency
of English language learners. Learners of English using new communication technology
especially text messaging commit numerous errors ranging from incorrect spelling to
ungrammatical sentence structure.
Technology and English Linguistics
Nowadays, handwriting is substituted by email exchange. Instead, typewriting machine
and keyboards are spreading widely everywhere in order to write documents. Once we
deal with the effect of new technologies, we should pay a due attention to its affordances
and affectivities. With regard to the affordances of new technologies, computers afford
larger display screens and comprehensive keyboards which allow its users to type longer
messages in addition to communication. In contrast, new technology has its limitations or
negative effects. In reality using instant and text messaging includes using certain non-
standard abbreviations, reduced endings and verb omission which are ungrammatical.
SMS users always type texts according to the way they pronounce them. For example, a
person writes shud instead of should. This is because they write the same way they
pronounce words.
WORDS IN FULL ABBREVIATIONS OF SMS LANGUAGE
To the extent that the words which are used in abbreviated form are Love LUV Thanks
THNX Today 2day Before B4 Have a nice day HAND See you CU so whats your
problem? SWYP At @ Tear in my eyes TIME Sealed with a Kiss SWAK Keep it simple
,Stupid KISS Such a Laugh SAL At the moment ATM Parents are watching PAW
Random act of Kindness RAK Please reply PR Second SEC You are on your own YOYO
As soon as possible ASAP Hugs and Kisses HAK (Mphalele and Mshamaite, 2005)
Therefore, using text messaging language makes teachers confused because people will
look at the word HAND as a part of the body whereas text massagers mean have a nice
day. Mphahlele and Mashamite (2005, p166) envisioned that SMS language affect
language proficiency of learners. Cellphone language affects two aspects of language
proficiency which are represented in two types of skills; the skills of expressing oneself
articulately through writing as well as the skills of using words in context in an
appropriate way. Faulkner & Cluwin (2004 as cited in Geertsema, Hyman and Van
Deventer, 2011) view that text messaging is a by- product of the cellphone industry.
According to Goldstuck (2004 cited in Geertsema, Hyman and van Deventer , 2001)
argues that text messaging as well as instant messaging (IM) represent a direct function of
online rooms which have been expanded to cellphones in order to make them able to use
applications that can be downloaded to the handset. He added that using text messaging
helps developing a new, dynamic English slang. Goldstuck (2004) concurs that SMS
has altered language with the passage of time. He provided various examples such as
thank you which was condensed to tnx and then later shortened to tx. Thurlow
(2003 as cited Geertsema, Hyman and Van Deventer, 2011) visualizes that text
messages may be perceived as nonstandard typographic or orthographic forms; these
forms can be divided in to various types: - G_ Clippings (excluding the end g letter), for
example: Goin (going). - Shortenings (delectation of end letters, excluding the final
letter) for example: After (Aft)
Contractions
Contractions (deletion of middle letters) for example: Nxt (Next). - Acronyms and
initialisms (formed from initial letters of various words), for example: LOL (laugh out
loud) - Number homophones, for example: b4 (Before) - Letter homophones, for
example: U (you) - Non-conventional spellings, for example: Nite (night) According
to Sutherland (2002, p.5) young people , especially teenagers, have been labeled
generation text , generation grunt and the Net generation, while descriptions
such as bleak , bald , sad shorthand have been attributed to text messaging or SMS.
Blair (2004) suggested that an over-dependency on technology has culminated in young
generation with deficient communication skills which leads Thurlow (2006, p.11) to say
that it causes a dumping down of language and a lowering of standards. Taglimonte
and Denis (2008) envision that people use standard language in text messaging for much
time. Sometimes, they use non-standard language in a creative way to serve
communication purposes and in order to reflect skilled command of language. Examples
of textism and netspeak of instant and text messaging is the non-conventional spelling
(fone-phone) and shortenings (goin/going). This may be justified because texts are limited
to 160 characters and writing a text requires using complex multiple keystrokes on the
different phones. Therefore , it leads to using abbreviations such mon instead of
Monday clippings goin instead of going and accent stylizations gonna instead of
going to as well as using abbreviated forms like cos, luv, wot, and ya. Plester,
Wood & Bell (2008) and Thurlow & Brown (2003) listed the most common abbreviated
forms in texting; cuL8r instead of using what you up to and BCNU instead of be
seeing you . It is worth nothing that days and months are commonly abbreviated. Crystal
(2008) argues that contractions are words with omitted middle letters usually vowels
because consonants provide greater information than vowels. Examples of omitting
vowels are text-txt , will - wil , have hav and homework hmwrk. It is so
crucial to cite Biesawanger (23008) definition of acronyms which means pronouncing
letter by letter in writing. According to Thelwall (2009), accent stylization such as
wanna instead of want to and gonna instead of going to is often employed as
humorous alternatives.
THE IMPACT OF TECHNOLOGY ON TEACHING AND LEARNING
Students today are benefiting from the use of technology in the classroom. Teachers are
using software programs to help students improve upon underdeveloped skills in a variety
of content areas. Student learning styles help and emphasize the idea of using technology
in differentiated instruction. The push continues to take computer standards from an
objective part of school curriculum and blend them into every content standard.
Technology is fast becoming a part of our daily lives and educational technology must
follow suit. Online learning is becoming the answer to many hurdles in education. Time
and distance are no longer trouble spots when it comes to professional and educational
development. Students can benefit from a teachers experience and expertise no matter the
location. A new world is opening up right before our eyes. It is a world of convenience
and growth by digital means. This is a time of imagination and innovation. Technology
gives a teacher options in how he or she can reach all the learners in the class. Computers
in the classroom provide students with the opportunity to get practice on basic content
skills as well as development opportunities.
One of the initial use of computers in classrooms was to teach the traditional curriculum
and basic skills, often operating as a means to deliver instruction, sometimes as a
complement to the teachers classroom instruction, and sometimes the teachers
instruction. Education is not a one-size-fits-all business. Each student brings his or her
own learning style to the class. It is up to the teacher to develop lessons which will exploit
each students way of processing information. Dr. Howard Gardner of Harvard
University developed the theory of Multiple Intelligences in 1983. These intelligences
include: Linguistic/Verbal, Visual/Spatial, Logical/Mathematical, Musical,
Bodily/Kinesthetic, Interpersonal and Intrapersonal. By understanding how to present
information to students, teachers have a better chance of seeing success in their classroom.
The range of technology available provides teachers with a plenty of options for
distinguished instruction. Word processing has been shown to improve student writing
and organization compared to traditional writing instruction.
Even though all the students had writing difficulties, they all had experience using a word
processor. By incorporating that technology with a support system of teaching, this study
shows just how successful students can be. When it comes to student success, the
computer serves as a tool for not only academic improvement but also self-confidence.
Computer technology has definitely changed over the past several decades. However the
focus of why technology is used in the classroom remains the same: to improve student
learning. In a Surveying of Twenty Years of Education Technology Policy, Fouts (2003)
lists several conclusions made by individual reviewers of educational technologies, in
regards to computer use in the classroom.
1. When combined with traditional instruction, the use of computers can
increase student learning in the traditional curriculum and basic skills
area.
2. The integration of computers with traditional instruction produces higher
academic achievement in a variety of subject areas than does traditional
instruction alone.
3. Students learn more quickly and with greater retention when learning
with the aid of computers.
4. Students like learning with computers, and their attitudes toward learning
and school are positively affected by computer use.
5. The use of computers appears most promising for low achieving and at-
risk students.
6. Effective and adequate teacher training is an integral element of
successful learning programs based on or assisted by technology.
Of all these conclusions, students like learning with computers is the most meaningful.
A student showing interests in what is being taught is a delight to every teacher. A teacher
must take and develop that interest into curiosity and motivation.
Todays students are thinkers and doers. They want to demonstrate with projects as well
as collaborate on research. The internet allows this generation of learners to go out and
find answers on their own.
Todays students are thinkers and doers. They want to demonstrate with projects as well
as collaborate on research.
There is definite government support to make classroom technology part of our future.
The U.S. Congress, in 1994, announced that facilitating teachers to use technology
effectively may be the most important step to ensuring that current and future investments
in technology are fulfilled (Stubbs, 2007). Over the past several decades there have been
great advances in the world of technology. It is important for educators to keep up with
the current trends and innovations. While technology for technologys sake should never
be the answer, it is important to know what is available and how it can be used in the
classroom. Todays classrooms are filled with students of varying learning styles and
interests. Technology can be an important tool in linking the gap between student interest
and teacher knowledge. As todays future teachers are being trained, it is important they
understand the importance of technology and the role it should play in education. A group
of pre service teachers at the University of Florida were surveyed about their perceptions
on integrating technology into their teaching and learning environments.
Technology would be just a part of teacher education and not apart from teacher
education. It would look like the content of the teacher education concept that happened to
use technology not where it looks like technology. Technology would be everywhere but
it wouldnt be noticed because it was so embedded in the lesson, course, and context.
(Swain, 2005) Technology literacy, knowing about technology, will not be the custom.
Technology fluency, being able to use technology, will be the standard. As more
information is made accessible via the internet it becomes more important for tomorrows
students to know how to access that information and how to use it. It is important that
local, state and national standards command technology be integrated into content
standards. Technology cannot simply be its own content standard. Technology is used in
many aspects of our daily lives, so we must prepare our future citizens to effectively use
current technology. We must also instill these same students with the imagination to take
todays technology and develop it into tomorrows innovation. Aqui, Y. M. (2005).
THE TYPES OF SOCIAL MEDIA
Facebook an example of a social-media site had over one billion active users in October
2012.Social media technologies take on many different forms including
magazines, forums, weblogs, social blogs, microblogging, wikis, social
networks, podcasts, photographs or pictures, video, rating and social bookmarking.
Technologies include blogging, picture-sharing, vlogs, wall-posting, music-
sharing, crowdsourcing and voice over IP, to name a few. Social network aggregation can
integrate many of the platforms in use.
By applying a set of theories in the field of media research and social processes, Kaplan
and Heinlein created a classification scheme in their Business Horizons (2010) article,
with seven different types of social media:
1. collaborative projects
2. blogs and microblogs
3. Social news networking sites
4. content communities
5. social networking sites
6. virtual game-worlds virtual social worlds
However, the boundaries between the different types have become increasingly blurred.
For example, Shi, Rui and Whinston (2013) argue that Twitter, as a combination of
broadcasting service and social network, classes as a "social broadcasting technology".
Mobile social media
Mobile social media refers to the combination of mobile devices and social media. This is
a group of mobile marketing applications that allow the creation and exchange of user-
generated content. Due to the fact that mobile social media run on mobile devices, they
differ from traditional social media by incorporating new factors such as the current
location of the user (location-sensitivity) or the time delay between sending and receiving
messages(time-sensitivity). According to Andreas Kaplan, mobile social media
applications can be differentiated among four types:
1. Space-timers: Exchange of messages with relevance for one specific location at
one specific point in time.
2. Space-locators: Exchange of messages, with relevance for one specific location,
which are tagged to a certain place and read later by others.
3. Quick-timers: Transfer of traditional social media applications to mobile devices
to increase immediacy.
4. Slow-timers: Transfer of traditional social media applications to mobile devices
Social media are digital applications varied by their purposes of use:
communicating, discussing, private chatting, learning language with new
behavior, etc.
Facebook and the classroom
Facebook represents a potentially useful tool in educational contexts. It allows for
both an asynchronous and synchronous, open dialogue via a familiar and regularly
accessed medium, and supports the integration of multimodal content such as
student-created photographs and video and URLs to other texts, in a platform that
many students are already familiar with. Further, it allows students to ask more
minor questions that they might not otherwise feel motivated to visit a professor in
person during office hours to ask. It also allows students to manage their own
privacy settings, and often work with the privacy settings they have already
established as registered users.
Facebook is one alternative means for shyer students to be able to voice their
thoughts in and outside of the classroom. It allows students to collect their
thoughts and articulate them in writing before committing to their expression.

Further, the level of informality typical to Facebook can also aid students in self-
expression and encourage more frequent student-and-instructor and student-and-
student communication. At the same time, Towner and Munoz note that this
informality may actually drive many educators and students away from using
Facebook for educational purposes.
Additionally, Facebooks privacy settings can be difficult to understand and
manage, leaving some potential users particularly females and older students
uncomfortable about the level of privacy and safety afforded them. Further,
familiarity and comfort ability with Facebook is often divided by socio-economic
class, with students whose parents obtained a college degree, or at least having
attended college for some span of time, being more likely to already be active
users. Instructors ought to seriously consider and respect these hesitancies, and
refrain from forcing Facebook on their students for academic
purposes. Instructors also ought to consider that rendering Facebook optional, but
continuing to provide content through it to students who elect to use it, places an
unfair burden on hesitant students, who then are forced to choose between using a
technology they are uncomfortable with and participating fully in the course. A
related limitation, particularly at the level of K-12 schooling, is the distrust of the
use of Facebook in formal classroom settings in many educational jurisdictions.

However, this hesitancy towards Facebook use is continually diminishing in the
United States, as the Pew Internet & American Life Projects annual report for
2012 shows that the likelihood of a person to be a registered Facebook user only
fluctuates by 13 percent between different levels of educational attainment, 9
percent between urban, suburban, and rural users, only 5 percent between different
household income brackets. The largest gap occurs between age brackets, with 86
percent of 18-29-year-olds reported as registered users as opposed to only 35
percent of 65-and-up-year-old users.
Inactivity
Computer usage in classrooms increases children's amount of sedentary time and
decreases their amount of active time. Physical activity helps to keep the brain
active and focused, so it is important for students to be physically involved in their
learning. With the increased use of technology, the physical aspect of learning is
often neglected. Computer usage in the classroom increases sedentary time.
Changes in Communication
While technology opens the door to opportunities and access to people outside our
immediate social circle, the result of the virtual world often closes doors to real-
world encounters. Technology has increased the opportunities for long-distance
communication, but in exchange decreases our ability to communicate proficiently
in face-to-face encounters. The effect on students might be that they are not
learning some very essential social skills. This particularly applies to ESL
students, who need face-to-face encounters to learn the social nuances and
unspoken social rules of another culture.
Reading and Writing
Social networking sites, such as Facebook and Twitter, are thriving on the use of
short snippets of information, shortened forms of full words, and fully developed
sentences and thoughts. Although these programs are not used in the academic
setting, we have to recognize that students use these sites regularly, and it is
dramatically changing the way we read and write. This major social trend in the
use of technology in everyday lives has a tremendous negative effect on education,
especially English language learners. Additionally, the use of educational
technology in the classroom promotes shorter pieces of reading, which has a
negative impact on students ability to read longer pieces of writing. There is
reason to believe that the attention spans of students are steadily becoming shorter
as we rely more and more on technology-enhanced teaching materials.
Even in studies that show overwhelmingly positive effects of technology on
English learning, it is important to note that the achievement of positive effects is
the result of some common components. Teachers must be educated and trained to
understand a variety of strategies and methods to integrate technology into the
English classroom, must have access to the technology while planning, must have
technical assistance available to themselves and students, and must be involved in
ongoing and long-term staff development to support the use of technology in
English learning. No matter how sophisticated the technology may be, without
these factors, the positive effects of technology on English learning are often lost.

A report by the Milken Exchange on Education Technology indicates that the
positive effects of technology on education far exceed the negative effects. For
example, students learn more in less time when they receive computer-based
instruction, and the use of technology results in higher level reasoning and
problem-solving abilities. The negative effects were minimal by comparison.



IMPACTS OF SOCIAL MEDIA ON TEACHING AND
LEARNING ENGLISH
Social Media create a new community where teachers and students do not have to
communicate by means of the traditional face-to-face classroom environment. The brand
new changing way of teaching-learning environment definitely brings about impacts. The
impacts of Social Media for teaching and learning are reflected by the teaching-learning
styles, teacher-student roles, and affective-attitudinal effects.
a) Facebook
has the potential to increase the amount of English used by learners Language is certainly
the most used means of communication fairly obvious because Facebook real
communication using language. There are many days I chat online on Facebook than I
really speak with people. Mainly because it has increased the amount of English we use.
b) English is perhaps the most convenient language for use on Facebook although other
languages can also be used. Its more comfortable when English is use. Some people
use other language words using English letter. Its often annoying because it takes a long
time to read and understand. Typing other languages are not a skill many people have
because we dont have keyboards in all national languages So I think its more
convenient to stick to English even Broken English would do.
c) Facebook helps the learners set realistic targets about English language learning outside
the classroom. (Situated learning model of Lave and Wenger (1991)
I try to use English. Because you know I have to improve my English and communication.
d) Facebook is an inexpensive resource for language acquisition Because Facebook is
a free resource of learning.
f) Facebook enables the learners to form an (alternative) identity with which they
will find it more comfortable to use English.

g) Use of language on Facebook involves fluency rather than accuracy.
The most important thing is to see whether you deliver your message properly. May be I
am careless with my spellings more than I used to be because I got used to Facebook way
of writing.
h) Facebook remains a low-anxiety context for language acquisition than classroom
settings.
Theres no one to correct grammar on Facebook. It is good and bad. Good because then
We r more confident bad because no one is there to correct when our English is wrong.
Facebook facilitate cognitive development through language use.
Some people spend so much time commenting and arguing on stuff and you really pick
things from what they write on Facebook.
j) Language acquisition on Facebook is more of an edutainment than edutainment
Using English in Facebook is more fun than learning English in an English class.
k) Facebook can help even complete beginners to improve their English language.
More than 100 social media are being used for language learning and educational
purposes (C4LPT, 2012).
Social media is the social interaction among people in which they create, share or
exchange information and ideas in virtual communities and networks. Andreas
Kaplan and Michael Heinlein define social media as "a group of Internet-based
applications that build on the ideological and technological foundations of Web 2.0, and
that allow the creation and exchange of user-generated content." Furthermore, social
media depend on mobile and web-based technologies to create highly interactive
platforms through which individuals and communities share, co-create, discuss, and
modify user-generated content. They introduce substantial and pervasive changes to
communication between organizations, communities, and individuals.
Social media differ from traditional or industrial media in many ways, including
quality, reach, frequency, usability, immediacy, and permanence. There are many effects
that stem from internet usage. According to Nielsen, internet users continue to spend
more time with social media sites than any other type of site.
Media impact
The influence of Facebook on both print and electronic media are very strong. News and
media outlets such as the Post and have used aggregated Facebook fan data to create
various info graphics and charts to accompany the articles.
Social impact
Facebook has affected the social life and activity of people in various ways. With its
availability on many mobile devices, Facebook allows users to continuously stay in touch
with friends, relatives and other acquaintances wherever they are in the world, as long as
there is access to the Internet. It can also unite people with common interests and/or
beliefs through groups and other pages.
Positive and Negative Impacts of Technology on Society
The students are using techniques to learn language for various purposes
1. most of the time students complete their graduation and want to get admission in
UK,USA, Canada, Australia they try to interact with foreigner and online faculty
for learning language and accent and interaction with other people on Facebook
enhance their vocabulary and make them learn other languages.
2. If people want to settle their business or wish to apply for permanent job or
immigration in other countries, they log on Facebook search for people related to
their fields try to interact with them and start chatting with each other exchange
their ideas, in the form of dialogue or phrases. If their spoken is weak they are not
expressive and if other peoples spoken language is good they learn new language
which makes them fluent and accurate.
Both type of interaction put a very strong impact on their language. By interacting
with native speakers on Facebook or interacting the spectrum of learning becomes
broad. People learn new vocabulary and expressions of language on Facebook.
Facebook has a very strong impact on language learning because it is a very common
social networking. 90% of the people around the world use Facebook for social
interaction. Use of Facebook as social media make people more expressive and fluent.
But on the other hand use of Facebook spoil our language because spellings are used
in abbreviated form. More use of slangs are used.
Mostly students use Facebook as they are known as technology natives. Almost every
student has Facebook application in their phones. If they try to use it for learning
purpose, messages and comments distract them from learning and they start using
Facebook for social purpose and unable to use learning activities on Facebook which
help them in their learning and affect their studies and results. As a result, in exams on
their answer sheet they use abbreviated words mostly examiners cross these words
which affect their results. So we can say impacts of Facebook is very strong on
students because young people are more inclined towards learning.
BY IMTIAZ ALI - JULY, 22ND 2013
Society develops quickly and its progress can be separated from technology nowadays.
Whether the impact technology has on people, though, depends large on how use it.
On the one hand we all depend on technology for our daily job and needs. We wake up in
the morning by the alarm on our mobiles, communicate through those devices and work
on computers or even chat and have fun with them. Youngsters cant even imagine life
without all these valuable technological advances. And indeed technology has benefited
our lives greatly.
Positive Effects of Technology
First of all, people could travel anywhere by the oh-so-fast-developing airplane industry.
Luckily, plane tickets and fares become lower, though not as low as people wish, due to
the various companies competing with each other. Roads are of higher quality, marine
transport is faster, and even space travel is speedily developing.
Secondly, a true advantage springs from the fact that technology enables communication
among people, which, in turn, is the basis for the progress and development of every
society; besides different media voice the concerns people have about various problems
ranging from poor health systems, lack of investments or low salaries to poor education
and high crime rates. Moreover, Internet is probably the biggest advantage of all as people
could receive not only valuable information but could also work as freelancer or share
their experience in every sphere of human activity.
Furthermore, technology has improved education, which, in turn, develops the economy
of each and every country. Online classes have become more popular not only because
they save students time but also due to the fact that a person can have several degrees on
the go at any one time.
So finally, although there are some really serious disadvantages of technology, which we
should try to change, the truth is that the technological advancements have brought people
health, much more money and various means of transport. So as a whole, technology has
benefited the world on a wider scale.
Health impact
Many Facebook users spend a lot of time on using Facebook which leaves impacts on
eyes and many other diseases these days, Facebook is just a part of life. In December
2011, the preeminent social network boasted more than 845 million active monthly users,
with 483 million of those using the site daily. And a 2011 study by market research firm
Nielsen shows that the average Facebook user spends four times as many hours on the
network each month as he or she spends on any other site. Like getting too little sleep,
drinking, smoking, or sunbathing, the increasing number of hours we spend on Facebook
is surely affecting our health, right? Below, five ways experts believe Facebook could be
hurting our mental health.
1. Eating disorders
Interest isnt the only social network that makes people feel bad about themselves.
According to a recent survey of 600 Facebook users, ages 16 to 40, by the Center for
Eating Disorders at Sheppard Pratt, more than half say that seeing pictures of themselves
and others on the site makes them more conscious about their own body and their
weight. And it wasnt only females who felt the burn; 40 percent of male respondents
said they comment negatively about their own bodies on Facebook photos. On top of that,
32-percent said they feel sad when comparing photos of themselves to pictures of their
friends. And 44-percent said they wished they had the same body or weight as their
friends, when looking at photos on Facebook.
2. Low self-esteem and depression
This falls in the same vein as poor body image: an increasing number of studies have
found that posts by our friends make us feel worse about our own lives. This is due to the
fact that we naturally compare ourselves to our peers. If the people around us are posting
happy, significant life accomplishments (which happens every day, if you have a lot of
friends), then we feel worse about our lack of having anything good to report. This is
exacerbated by the fact that people usually choose to post good things about their lives,
rather than the bad things, which skews our perception of reality even further.
Experts suggest limiting the number of friends you have on Facebook, and de-friending
those who like to brag about their amazing lives the most.
3. Psychological disorders
In addition to making us depressed, Facebook may also be making our kids crazy literally.
Dr. Larry D. Rosen, a professor of psychology at California State University, Dominguez
Hills, last year released a study that concluded that teenagers and young adults who spend
much of their time on Facebook are at a higher risk of developing a cornucopia of
psychological disorders, including mania, paranoia, aggressive tendencies, and antisocial
behavior. Moreover, Facebook may add fuel to the fire in those teens who display
narcissistic tendencies, by allowing them to broadcast their unhealthy self-love 24/7.
4. Stress
Posting happy birthday on your friends Wall may be less stressful than actually
attending a party or even sending a card. But that doesnt mean Facebook is making your
life any easier. Dr. Kathy Charles of Edinburgh Napier University released a study early
last year, which showed that, of the 200 people she surveyed, a majority felt some type of
stress in relation to the social network, and 12-percent said the site makes them feel
anxious. Those with a large number Facebook friends experienced the most stress. Dr.
Charles also found that many become stressed at the thought of missing out on something
good posted to the site, a phenomenon now known as the fear of missing out, which has
become so widespread it has its own acronym (FOMO).
5. Addiction
Up there with sex addiction, and good ol fashioned Internet addiction hangs a new
monkey on our backs: Facebook addiction. Researchers at the University of Chicago
recently analyzed more than 8,000 reports of everyday desires from 250 participants,
and found that quitting Facebook (and Twitter) was more difficult than giving up
cigarettes or alcohol. This follow a study of Web search analytics data by marketing firm
The Internet Time Machine, which shows that the term Facebook addiction has become
one of the most searched-for terms in this category,. As with stress, Facebook addiction
has been linked to FOMO.
Negative Effects of Social Networking Sites for Students
Published on November 2, 2012 by Guest Blogger
The popularity of the social networking sites increased rapidly in the last decade. This is
probably due to the reason that college and university students as well as teens used it
extensively to get global access. These social networking sites such as Twitter and
Facebook have become a raging craze for everyone nowadays.
The negative effects of these social networking sites overweigh the positive ones. These
sites have caused some potential harm to society. The students become victims of social
networks more often than anyone else. This is because of the reason that when they are
studying or searching their course material online, they get attracted to these sites to kill
the boredom in their study time, diverting their attention from their work. Other negative
side effects of social networking websites include the following:
Reduced learning and research capabilities
Students have started relying more on the information accessible easily on these social
networking sites and the web. This reduces their learning and research capabilities.
Multitasking
Students who get involved in activities on social media sites while studying result in
reduction in their focus of attention. This causes reduction in their academic performance,
and concentration to study well.
Reduction in real human contact
The more time the students spend on these social media sites, the less time they will spend
socializing in person with others. This reduces their communication skills. They will not
be able to communicate and socialize effectively in person with others. The employers are
getting more and more unsatisfied with the communication skills of the fresh graduates
due to this reason. The effective communication skills are key to success in the real world.
Reduces command over language use age and creative writing skills
Students mostly use slang words or shortened forms of words on social networking sites.
They start relying on the computer grammar and spelling check features. This reduces
their command over the language and their creative writing skills.
Time wastage
Students, while searching and studying online, get attracted to using social media sites and
sometimes they forget why they are using internet. This wastes their time and sometimes
students are not able to deliver their work in the specified time frame.
Low grades
Students get low grades in school due to lack of the desired information and writing skills.
Loss of motivation in students
The students motivational level reduces due to the use of these social networking sites.
They rely on the virtual environment instead of gaining practical knowledge from the real
world.
Effect on health
The excessive use of these sites affect the mental as well as physical health. Students do
not take their meals on time and take proper rest. They take excessive amount of coffee or
tea to remain active and focused which effects negatively on their health.
The overuse of these sites on a daily basis has many negative effects on the physical and
mental health of students making them lethargic and unmotivated to create contact with
the people in person. The parents should check and balance on their children when they
use the internet. They should be on guard whether they are using it for appropriate time
period or not. The peers and teachers should also help students make them aware of the
negative effects and explain what they are losing in the real world by sticking to these
social networking sites.
Classification of social media
Facebook an example of a social-media site had over one billion active users. Social
media technologies take on many different forms including magazines, Internet forums,
weblogs, social blogs, microblogging, wikis, social networks, podcasts, photographs or
pictures, video, rating and social bookmarking. Technologies include blogging, picture-
sharing, vlogs, wall-posting, music-sharing, crowdsourcing and voice over IP, to name a
few. Social network aggregation can integrate many of the platforms in use. Kaplan and
Heinlein
By applying a set of theories in the field of media research and social processes, created a
classification scheme in their Business Horizons (2010) article, with seven different
types of social media:
Collaborative projects
Blogs and microblogs
Social news networking sites
Content communities
Social networking sites
Virtual game-worlds
Virtual social worlds
Mobile social media
Mobile social media refers to the combination of mobile devices and social media. This is
a group of mobile marketing applications that allow the creation and exchange of user-
generated content. Due to the fact that mobile social media run on mobile devices, they
differ from traditional social media by incorporating new factors such as the current
location of the user or the time delay between sending and receiving messages. According
to Andreas Kaplan, mobile social media applications can be differentiated among four
types:
Space-timers: Exchange of messages with relevance for one specific location at one
specific point in time
Space-locators: Exchange of messages, with relevance for one specific location, which are
tagged to a certain place and read later by others
Quick-timers: Transfer of traditional social media applications to mobile devices to
increase immediacy
Slow-timers: Transfer of traditional social media applications to mobile devices
As social networking becomes more popular among older and younger generations, sites
such as Facebook and YouTube,
Few real impacts
Glad Wall discusses that social media are built around weak ties and he argues that "social
networks are effective at increasing participation by lessening the level of motivation
that participation requires. According to him Facebook activism succeeds not by
motivating people to make a real sacrifice, but by motivating them to do the things
that people do when they are not motivated enough to make a real sacrifice.
Facebook and the classroom
Facebook is one alternative means for shyer students to be able to voice their thoughts in
and outside of the classroom. It allows students to collect their thoughts and articulate
them in writing before committing to their expression. Further, the level of informality
typical to Facebook can also aid students in self-expression and encourage more frequent
student-and-instructor and student-and-student communication.
(Chu and Me lemans, 2008; Sal away, et al., 2008; Schroeder and Green Bowe,
2009).
The impact of the Internet and social networking
sites on language learning
The impact of the Internet and social networking sites on language learning has been
growing exponentially. A number of years ago, early incarnations of the Internet and
social media provided learners the opportunity to find information online and share their
findings with other language learners. For today's generation, web 2.0 tools, namely "the
writable web", (Karpati, 2009: 140) allow for the creation of new content; thus
previously unexplored communication channels have been opened, providing language
learners with new incentives and opportunities to easily interact with people from across
the globe. In addition, Lomicka and Lord (2009) underscore the importance of the
individual as part of the collective whole, which makes web 2.0 tools well suited for
language learning in traditional and hybrid environments as it fosters both interaction and
collaboration. Web 2.0 practices along with the growing use of the Internet and social
media have changed the nature of information flow and of how our learners make sense of
the world. These changes indicate that educators need new strategies and new tools to
teach and capture learners' imaginations to fit their thought patterns and new socialization
habits (Greenhow et al., 2009; Godwin-Jones, 2008; Winke & Goertler, 2008;
Solomon & Schrum, 2007). With blogs, wikis, forums and social networking sites
(SNSs), the new generation of students can express themselves in various ways that are
electronically intertwined. During the last decade, the numbers of students and educators
becoming active members of SNSs such as FB surged. As there are 28 million students
between the ages of 18-25 using FB and over 500 million users worldwide (Facebook
Press Room Statistics).
Social networking communities
Computer mediated social networks have been growing at an exponential rate. Recently,
Buffardi and Campbell (2008) pointed out that having a web presence and being in
touch with a large number of individuals via SNSs has become part of the daily routine of
people, many of whom are higher education students and language learners. In other
words, according to Downes (2006), the emergence of web 2.0 is not simply a
technological revolution, but rather a social transformation that enables and encourages
communication as these websites allow members to express themselves and to interact
with others (McBride, 2009). Multiple SNSs exist, but a particular one FB which was
initially created by a Harvard student in 2004 for intra-campus socializing, now includes
more than 500 million active members, one-third of whom are university students
(Facebook Press Room Statistics). FB has become the most popular SNS among college
students (Cassidy, 2006; Stutzman, 2006) and especially among young people in western
countries (Godwin-Jones, 2010).
Overall, research advocates the positive and beneficial impact of using social networking
sites in the context of language learning. However, there is also a certain skepticism and
apprehension especially by educators concerning the use of technology in general
(Garrison & Kanuka, 2004; Lomicka & Williams, 2011) in their classroom. This
reluctance to integrate technology applies particularly to the newer generation of social
networking sites, as educators are unfamiliar with many of them and others are afraid to
cross inappropriate social boundaries, which could merge parts of their professional and
social worlds (Schwartz, 2009). Attitudes regarding the integration of this resourceful
website as a tool for sharing valuable learning experience in the context of foreign
language classes.

Discussion on the previous researches
2
nd
Review of the Literature
Now a days people have great interest in social media. For the purpose of this study,
social media was defined as Facebook, YouTube, Blogs, Twitter, My Space or LinkedIn
(Martin, 2008). Although, providing a detailed viewpoint on social media use among
students and emphasizing that such use can produce both positive and negative
consequences, according to a Nielsen Media Research study, in June 2010, almost 25
percent of students time on the Internet is now spent on social networking websites
(Jacobsen, & Forste, 2011). Facebook is the most used social network by people and
students, followed by YouTube and Twitter. Therefore, we need to keep in mind that the
benefits of this interactive technology far outweigh the risks, says Leri. When its used
in a positive way, it can be an extraordinary tool (Brydolf, 2007).
People who much of their personality invested in the internet cant really survives as
whole individuals without it. Mark A.Rayner, the Fridgularity. We refers to turn off
our computers, turn off our phones, log off Facebook and sit silence because in those
moments we might actually have to face up to who we have really are. Jefferson
Bethke, Jesus. I personally believe we developed language because of our deep inner
need to complain. Jane Wagner. One man's frankness is another man's vulgarity. Kevin
Smith. What words say does not last. The words last. Because words are always the same,
and what they say is never the same. Antonio Porchia, Voces, 1943, translated from
Spanish by W.S. Mervin
The English language is nobody's special property. It is the property of the imagination: it
is the property of the language itself. Derek Walcott. A definition is the enclosing a
wilderness of idea within a wall of words. Samuel Butler (1835-1902), Note Books.
Language is the dress of thought. Samuel Johnson. Acquisition requires meaningful
interaction in the target language natural communication in which speakers are
concerned not with the form of their utterances but with the messages they are conveying
and understanding. Stephen Krashen. Those a really quotes to live by. There seems to
be a common theme of repetition and really immersing in the language. Too many people
try to memorize grammar rules when they could be spending their time doing much more
useful things like watching authentic materials meant for native speakers like TV shows.
The Stephen Krashens ideas about acquiring language is very good.
Melinda Dooly (Universitat Autnoma de Barcelona)
Language is the road map of a culture. It tells you where its people come from and where
they are going. Rita Mae Brown. Learning a foreign language not only reveals how
other societies think and feel, what they have experienced and value, and how they
express themselves, it also provides a cultural mirror in which we can more clearly see our
own society. Edward Lee Grouch. Language is not a genetic gift, it is a social
gift. Learning a new language is becoming a member of the club -the community of
speakers of that language. Frank Smith
The purpose of this paper is to introduce, discuss, and analyze the topic of social
networking. Specifically it will discuss the impact of the social networking site Facebook
on today's society. Facebook has become a phenomenon for the social networking set, and
what makes that so amazing is that Facebook did not even exist until 2004. Three college
students created it to allow other students to network and meet each other, and it has
caught on with young people around the globe.
Facebook is nothing more than a medium for communication, and yet, it is so much more
than that. At a glance, a user can learn everything from "When Facebook launched in
February 2004, American college students seized the opportunity to have a new social
medium" (Lingg, 2008). Today, millions of new visitors join the site every year, and
people find relatives, old friends, new friends, and much more as they surf the entries of
neighbors, acquaintances, and classmates.
While many believe Facebook is a new, trendy idea for learning a language with its social
impact.
How to Learn and Practice Languages Using Social Media
Given the globalized online world we live in, learning a new language has never been
easier nor as interactive, interesting, and social! From Twitter to blogs to social networks,
there are numerous ways you can start your social language learning and keep it up while
making new friends.
The landscape of social media offers a wealth of resources and information where people
can discuss and expand on hobbies, interests and passions - while creating connections
with others who feel the same way. Learning a language is no different. Below is a
roundup of ways that you can use social media to learn a language and connect with
native speakers. This is just a taste of the many language learning sites available across
the social web.
Community
Practicing greetings is an excellent first step toward learning a language. Each of the free
language learning sites below are free and have options to chat with native speakers.
Babble
Babble is an online portal where you can learn English, Spanish, German, Italian and
French. Some of their best features include: their detailed vocabulary exercises, visible
Google translate bar throughout the whole website, group chats, and the ability to insert
common symbols into instant messages and emails. If you want to build a foundation for
a new language, this is definitely the place to begin.
Busuu
Busuu provides learning units for four different languages (English, Spanish, French, and
German) that can be added to the users' learning portfolios with audio and written
vocabulary exercises, which can be easily saved as a podcast or printed, respectively. If
you want to learn "on the go," Busuu's resources are a must.
Live mocha
Live mocha offers a number of popular languages, including English, French, Spanish,
German, Portuguese, Icelandic, Italian, Hindi, Japanese, Korean, Mandarin and
Russian. Live mochas community utilizes a point system to keep track of how many
actions are completed by the user - as a student and as a teacher - and the site relies on a
peer review system. For example, written or spoken submissions are reviewed by
members, which is a wonderful way to interact and listen to different accents of the same
languages. If you want a continuous flow of intermediate to advanced language practice,
or want to improve your teaching skills, live mocha is where you want to be.
Shared Talk by Rosetta stone Need a place to practice what you've learned so far? Shared
Talk has audio, and group and private chat rooms available in 30 languages.
ITalki
ITalki is a language exchange that offers users the ability to find language partners to chat
with, find language teachers, and watch videos.
The purpose of this paper is to introduce, discuss, and analyze the topic of social
networking. Specifically it will discuss the impact of the social networking site Facebook
on today's society. Facebook has become a phenomenon for the social networking set, and
what makes that so amazing is that Facebook did not even exist until 2004. Three college
students created it to allow other students to network and meet each other, and it has
caught on with young people around the globe.
Facebook is nothing more than a medium for communication, and yet, it is so much more
than that. At a glance, a user can learn everything from "When Facebook launched in
February 2004, American college students seized the opportunity to have a new social
medium" (Lingg, 2008). Today, millions of new visitors join the site every year, and
people find relatives, old friends, new friends, and much more as they surf the entries of
neighbors, acquaintances, and classmates.
While many believe Facebook is a new, trendy idea for learning a language with its social
impact.









CHAPTER THREE
RESEARCH METHODOLOGY
This chapter explained the theoretical justification for the research method and
described the design of the study in terms of its aims, respondents, the data collection
and the data analysis. It begins by re-stating the research questions. There follows an
outline of qualitative and quantitative research traditions, leading into an overview of
the characteristics, problems and benefits of qualitative survey based research. The
methods used in similar studies are discussed, and finally the design of the present study
is outlined. It also highlights the research strategies, methods and techniques employed
in this research project. The purpose of this is to note down the ways in which material
has be gathered, formulated and evaluated in order to test and verify the hypothesis
made at the beginning of this research project.
Area of the Study
The topic of research project impacts of face book on language learning the learners
of English language for the development of the topic. As analysis helps in thoroughly
examining the topic from all dimensions, the researcher looks upon all the aspects of the
research topic to discover the problems and suggest remedies after conducting a careful
survey through questionnaire.
The people included in survey comprised a total number of 50 students and 10 teachers
of English department. The survey was conducted in a tuition institute to cover majority
of schools students, and a well-known educational institute in the city.
Research Questions
The main research question for the present study has been:
a. What impact does Facebook have on today's technologically in advance society?
b. Facebook is blessing or curse for language learners?
However, the researcher has divided various sections of the study into these sub
questions to find out the validity and reliability of hypothesis:
Questionnaire:
1. How often you log on to Facebook?

2. What language do you use while chatting?

3. Do you use formal/informal or slang language?

4. Do your Fb friends understand these formal/informal or slang words?

5. Why do you use abbreviated language?

6. When you write on a wall, send messages or chatting with your friends, you greet them
formally/informally.

7. Do you always learn new words, expression or symbols used by other Fb users?

8. Do you care about grammar and spellings when you chat or write on Fb?

9. Do you think informal language has an impact on students language?

10. Does language used on Fb influences your learning?

11. Do you think extensive use of Fb has increased your vocabulary?

12. What difference do you feel in learning English from Facebook or from any
institution?

Facebook as a tool for language learning:
1. What is your first language?

2. What other languages do you use/practice?

3. How frequent do you use Facebook?

4. For how long had you been using Facebook account?

5. For how long do you use Fb?

6. What advantages do you get by using Facebook?

7. Which community/group is most of your friends group?

8. Do you include your discussion related to your study while communicating?

9. What other features would you like to add in Facebook?

10. Do you think Fb helped you to learn language?

11. Do you use online method for learning a language?

12. Do you feel there are some disadvantages of learning your language by Facebook?

13. Has Facebook changed the way we speak and write English?

Questionnaire for teachers:
1. Does the impact on Fb increase the use of variety of language?

2. How do we assess the impacts of Fb?

3. Which type of blogs or groups are most beneficial?

4. Do you think that students IQs level increase by using Fb?

5. How do students react using Facebook in as a language tool?

6. What are the students perceptions as foreign language learners towards the social
networking site Fb within the context of a language course?

7. Students attitude after using Facebook?

8. Do you recommend students to use Fb as a language tool?

9. Do you think excessive use of Fb is spoiling the language of learners?

10. Do you think Fb effects on the grades of learners?

Classroom Observation
Giving Instructions
a. Defining New Vocabulary Items
b. Explaining Idioms and Proverbs
c. Explaining Colloquial Expressions
d. Explaining Prepositional Phrases
e. Explaining Slang and Taboo Words
f. Explaining Grammatical Rules
g. Explaining Complex Ideas
h. Creating Fun in Language Class
i. Giving Suggestions to Learn Effectively
The whole research was organized and conducted around the questionnaire. In
carrying out this research project, the researcher employed both qualitative and
quantitative research methods.
Thus, the method selected for this study was a combination of questionnaires,
interviews and classroom observations with teachers of EFL, conducted at The
Hall Mark Academy. These methods are consistent with the view that a wide-
ranging interpretive methodology in the qualitative tradition was the most
appropriate to generate insights useful in addressing the research questions.
Questionnaires
The questionnaire method employed to collect the relevant data for the
authenticity of the research was to distribute questionnaires. The questionnaire
were given to teachers aimed at discovering their practice, of using Facebook as a
tool for language learning, the need which presses them to use Facebook as a tool
for language learning and lastly, their response as to what extent the use of
Facebook as a tool for language learning. And how much it is helpful in their
teaching methods.
Its purpose was also to get an idea how far teachers are conscious of or dependent
on the use of Facebook in their teaching and learning methods. This technique
helped a lot, especially to substantiate data with observation. In addition, it helped
the researcher to get a firsthand knowledge of teachers awareness of this most
serious subject.
Sampling
In order to make the process of data collection systematic, it is necessary to
define the area that is included in a particular enquiry. In this section, the details
of the sampling procedure adopted for the present study are given, which is
divided into the universe and sample population.
Universe
The whole aggregate about which the research information is gathered is
described as the universe. Encyclopedia Encarta defines the universe as, the
entire group of individuals or items from which a sample may be selected for
statistical analysis. The universe is the broad and vast group from which the
researcher selects a sample. Wilson defines the term in these words that, the
entire group from which the sample is chosen is known as the universe. The
universe helps in controlling some of the intervening variables and brings
homogeneity, which makes the observation more useful.
The universe for the present study was definite and real, which consisted of the
learners from the Academy. The respondents for the present study included male
and female learners and teachers belonging to these two different sociolinguistic
and ethnic societies. The age group of the respondents varied from 15 to 30
years. The educational background ranged from higher secondary to graduation
and among students and masters and PhD teachers. Within this universe, a
sample population was drawn which has been detailed in the next section.
Population
It is both essential and imperative to select for sample population some
individuals for securing relevant information rather than from each member
included in the universe. It is because the numbers are usually large enough to
fairly represent the universe and the population but also because it is seasonably
easy and economical to handle in terms of its size, space and time available for
the study.
It is always mandatory on the researcher to clearly define the target population.
There are usually no strict rules to follow, and the researcher may rely on logic
and judgment. The population is defined in keeping with the objectives of the
study. Sometimes, the entire population will be sufficiently small, and the
researcher can include the entire population in the study. This type of research is
called a census study because data is gathered on ever



member of the population. Usually, the population is too large for the researcher to attempt to
survey all of its members. A small, but carefully chosen sample can be used to represent the
population. The sample reflects the characteristics of the population from which it is drawn.
The above-mentioned population comprises varied categories of socio-economic and
educational backgrounds, age and income groups and the nature of nationality.