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Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education, 13, 217-231.

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Article

Blended Language Learning Using Social Media Networks (Telegram vs. Instagram) as Pedagogical Tool to Enhance Reading Comprehension

1Ada Kent University, University of city Island


Journal of Linguistics and Literature. 2018, Vol. 2 No. 1, 30-35
DOI: 10.12691/jll-2-1-5
Copyright © 2018 Science and Education Publishing

Cite this paper:
Hamed Fathi. Blended Language Learning Using Social Media Networks (Telegram vs. Instagram) as Pedagogical Tool to Enhance Reading Comprehension. Journal of Linguistics and Literature. 2018; 2(1):30-35. doi: 10.12691/jll-2-1-5.

Correspondence to: Hamed  Fathi, Ada Kent University, University of city Island. Email: Hamed.fathi@adakent.edu.tr

Abstract

This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at secondary schools in Iran to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. New technology is changing the fundamental process of reading and communicating. An increasing amount of communication now occurs in text-based form on social networks. The objective of this study is to analyze the possibility of blending conventional instruction with online instruction via a social networking applications, Instagram and telegram, in EFL classrooms in order to motivate students and improve their reading comprehension ability learning. Thus, this paper seeks to examine specific ways in which EFL teachers can use Instagram and telegram as an educational tool, describing the benefits of this technological instrument and analyzing the potential pitfalls and challenges that it could create. Besides, it includes practical strategies that teachers can apply in order to overcome these pitfalls and get the most out of these social networks applications.

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