Exploring students’ perspectives on using live streaming on Facebook as project-based learning in Indonesian EFL classes

Faidah Yusuf, Ameer Ali

Abstract


Students' self-confidence in speaking English remains low. Many students are still embarrassed to speak English since teachers use outdated teaching methods. This study aims to explore students' perspectives on using live-streaming projects on the Facebook group in EFL classes. This study involved forty English Department students at a university in Makassar, Indonesia. They engaged in the live streaming project-based learning (PBL) using the Facebook group in language learning in English classes. Four participants from the four groups consisting of ten participants were selected through random sampling and agreed to participate in a semi-structured interview. The qualitative data obtained from the interview were analyzed through a thematic analysis. Results show that live streaming on the Facebook group as PBL facilitated and increased the students’ learning autonomy, technology skill, self-regulated learning, and English-speaking confidence in EFL classes. The findings suggest the practical implications of PBL in the live streaming project using the Facebook group on online educational activity, particularly in EFL classes, for enhancing students’ learning autonomy, technology skill, self-regulated learning, and confidence in speaking English.

Keywords


EFL classes; English speaking; Facebook group; live streaming; project-based learning (PBL)

Full Text:

PDF

Article Metrics

Abstract view : 336 times | PDF view : 119 times

References


Anas, I. (2020). Behind the scene: student-created video as a meaning-making process to promote student active learning. Teaching English with Technology, 19(4), 37–56. https://eric.ed.gov/?id=EJ1233488

Arnaboldi, V., Conti, M., Passarella, A., & Dunbar, R. I. M. (2017). Online social networks and information diffusion: the role of ego networks. Online Social Networks and Media, 1(2), 44–55. https://doi.org/10.1016/j.osnem.2017.04.001

Austerberry, D. (2005). The components of a digital asset management system. Journal of Digital Asset Management, 1(2), 131–145. https://doi.org/https://doi.org/10.1057/palgrave.dam.3640023

Beckett, G. H., & Slater, T. (2018). Project-based learning and technology. In The TESOL Encyclopedia of English Language Teaching (Vol. 2, pp. 1–7). Wiley Online Library. https://doi.org/10.1002/9781118784235.eelt0427

Berry, T. R. (2011). Qualitative researchers as modern day Sophists? reflections on the qualitative–quantitative divide. Qualitative Research in Sport, Exercise and Health, 3(3), 324–328. https://doi.org/10.1080/2159676x.2011.607176

Beyens, I., Frison, E., & Eggermont, S. (2016). “I don’t want to miss a thingâ€: adolescents’ fear of missing out and its relationship to adolescents’ social needs, Facebook use, and Facebook related stress. Computers in Human Behavior, 64(2), 1–8. https://doi.org/10.1016/j.chb.2016.05.083

Cardano, M. (2020). On qualitative data analysis. In Defending Qualitative Research (pp. 112–142). Routledge. https://doi.org/10.4324/9780429464232-6

Chuang, Y. H., Lai, F. C., Chang, C. C., & Wan, H. T. (2018). Effects of a skill demonstration video delivered by smartphone on facilitating nursing students’ skill competencies and self-confidence: a randomized controlled trial study. Nurse Education Today, 66(2), 63–68. https://doi.org/10.1016/j.nedt.2018.03.027

Clemons, M. L., & Hopkins, T. (2020). Facilitating success: using self-regulated learning and servant leadership in the college classroom. Journal of Teaching and Learning with Technology, 9(1), 127–132. https://doi.org/10.14434/jotlt.v9i1.29176

Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130. https://people.ucsc.edu/~ktellez/Creswell_validity2000.pdf

Dyson, E. (2012). Face-to-Facebook: a blended approach to careers work. Journal of the National Institute for Career Education and Counselling, 29(1), 27–32. https://doi.org/10.20856/jnicec.2905

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(3), 1–16. https://doi.org/10.1186/s41239-017-0087-5

Ellefsen, L. (2015). An investigation into perceptions of Facebook-use in higher education. International Journal of Higher Education, 5(1), 160–172. https://doi.org/10.5430/ijhe.v5n1p160

Ezell, P. (2016). To like or not to like: Facebook® in the higher education classroom. Journal of Teaching and Learning with Technology, 5(1), 33–45. https://doi.org/10.14434/jotlt.v5n1.14129

Giannikas, C. (2020). Facebook in tertiary education: the impact of social media in e-learning. Journal of University Teaching & Learning Practice, 17(1), 1–15. https://ro.uow.edu.au/jutlp/vol17/iss1/3

Giri, P. C., & Rana, K. (2022). Lessons learned from teaching English through Facebook live for future. International Journal of Technology in Education and Science, 6(1), 14–31. https://doi.org/10.46328/ijtes.309

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586

Hafner, C., & Miller. (2011). Fostering learner autonomy in English for science: a collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86. http://llt.msu.edu/issues/october2011/hafnermiller.pdf

Hashim, R. S., Idrus, M. M., Ho-Abdullah, I., Yusof, N. M., Mydin, R. M., & Hamdan, S. I. (2013). Facebook-infused identities: learners’ voices. International Education Studies, 6(6), 15–30. https://doi.org/10.5539/ies.v6n6p45

Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662–676. https://doi.org/10.1016/j.chb.2010.11.020

Huang, H-W. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), 18–40. https://ajet.org.au/index.php/AJET/article/view/6623

Huang, H., & Li, Y. (2021). Exploring the motivation of livestreamed users in learning computer programming and coding. The Electronic Journal of E-Learning, 19(5), 363–375. https://files.eric.ed.gov/fulltext/EJ1328942.pdf

Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers and Education, 58(1), 162–171. https://doi.org/10.1016/j.compedu.2011.08.004

Kara, N. (2021). Enablers and barriers of online learning during the COVID-19 pandemic: a case study of an online university course. Journal of University Teaching & Learning Practice, 18(4), 1–18. https://ro.uow.edu.au/jutlp/vol18/iss4/11

Karatsareas, P. (2022). Research methods in language attitudes: semi-structured interviews. American Journal of Play, 12(2), 99–113.

Karpovich, I., Sheredekina, O., Krepkaia, T., & Voronova, L. (2021). The use of monologue speaking tasks to improve first-year students’ English-speaking skills. Education Sciences, 11(6), 1–16. https://doi.org/10.3390/EDUCSCI11060298

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237–1245. https://doi.org/10.1016/j.chb.2010.03.024

Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. In Naturalistic Inquiry (pp. 289–331). SAGE Publication Ltd. http://books.google.com/books?id=2oA9aWlNeooC&pgis=1

Machmud, K., & Abdulah, R. (2017). Using smartphone-integrated model of teaching to overcome students’ speaking anxiety in learning English as a foreign language. Journal of Arts and Humanities, 6(9), 1-11. https://doi.org/10.18533/journal.v6i9.1249

Malin, J. R., & Rind, G. M. (2022). Making the case for projectâ€based learning: an examination of research evidence translation and mobilisation in education. Review of Education, 10(1), 1-126. https://doi.org/10.1002/rev3.3330

Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers and Education, 55(2), 444–453. https://doi.org/10.1016/j.compedu.2010.02.008

Moghadam, M., & Shamsi, H. (2021). Exploring learners’ attitude toward Facebook as a medium of learners’ engagement during Covid-19 quarantine. Open Praxis, 13(1), 103–116. https://doi.org/10.5944/openpraxis.13.1.1163

Nadkarni, A., & Hofmann, S. G. (2012). Why do people use Facebook? Personality and Individual Differences, 52(3), 243–249. https://doi.org/10.1016/j.paid.2011.11.007

Nazir, M., & Brouwer, N. (2019). Community of inquiry on Facebook in a formal learning setting in higher education. Education Sciences, 9(1), 1–23. https://doi.org/10.3390/educsci9010010

Özdal, H., Özden, C., Atasoy, R., & Güneylİ, A. (2022). Effectiveness of self-regulated learning skills on web-based instruction attitudes in online environments. Pegem Egitim ve Ogretim Dergisi, 12(1), 182–193. https://doi.org/10.47750/pegegog.12.01.18

Palacios, H., Francisco, J., Parra, G., & Abril, H. (2021). Digital and media competences: key competences for EFL teachers. Teaching English with Technology, 20(1), 43–59. https://files.eric.ed.gov/fulltext/EJ1242656.pdf

Roy, D. (2018). Developing a project-based CALL environment with technical communication in an exploratory 3D printing context. In Computer-Assisted Language Learning (Vol. 2, pp. 503–531). IGI Global. https://doi.org/10.4018/978-1-5225-7663-1.ch025

Sarwanto, Fajari, L. E. W., & Chumdari. (2020). Open-ended questions to assess critical-thinking skills in Indonesian elementary school. International Journal of Instruction, 14(1), 615–630. https://doi.org/10.29333/IJI.2021.14137A

Saykili, A., & Kumtepe, E. G. (2015). Facebook’s hidden potential. Social Media and Networking, 30(1), 684–709. https://doi.org/10.4018/978-1-4666-8614-4.ch031

Scheibe, K., Fietkiewicz, K. J., & Stock, W. G. (2016). Information behavior on social live streaming services. Journal of Information Science Theory and Practice, 4(2), 6–20. https://doi.org/10.1633/jistap.2016.4.2.1

Staller, K. M. (2021). Big enough? sampling in qualitative inquiry. Qualitative Social Work, 20(4), 897–904. https://doi.org/10.1177/14733250211024516

Suadi, S. S. (2020). improving students’ English speaking skill by using their speaking video recording. Study of Applied Linguistics and English Education, 1(1), 1–10. https://doi.org/10.35961/SALEE.V1I01.74

Tang, J. H., Chen, M. C., Yang, C. Y., Chung, T. Y., & Lee, Y. A. (2016). Personality traits, interpersonal relationships, online social support, and Facebook addiction. Telematics and Informatics, 33(1), 102–108. https://doi.org/10.1016/j.tele.2015.06.003

Tian, X., & Suppasetseree, S. (2013). Development of an instructional model for online task-based interactive listening for EFL learners. English Language Teaching, 6(3), 30–41. https://doi.org/10.5539/elt.v6n3p30

Tromholt, M. (2016). The Facebook experiment: quitting Facebook leads to higher levels of well-being. Cyberpsychology, Behavior, and Social Networking, 19(11), 661–666. https://doi.org/10.1089/cyber.2016.0259

Tsybulsky, & Gatenio-Kalush, M., Ganem, M. A., & Grobgeld, E. (2020). Experiences of preservice teachers exposed to project-based learning. European Journal. Taylor & Francis, 43(3), 368–383. https://doi.org/10.1080/02619768.2019.1711052

Wells, K. (2002). Interviewing in qualitative research. Qualitative Social Work, 1(4), 489–495. https://doi.org/10.1177/14733250260620883

Wiltshire, G., & Ronkainen, N. (2021). A realist approach to thematic analysis: making sense of qualitative data through experiential, inferential and dispositional themes. Journal of Critical Realism, 20(2), 159-180. https://doi.org/10.1080/14767430.2021.1894909




DOI: https://doi.org/10.23971/jefl.v13i1.4571

Article Metrics

Abstract view : 336 times
PDF - 119 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 THE AUTHOR(S)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language Education, Faculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl

OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

web stats View My Stats

Flag Counter