عنوان

An Exploratory Study of Integrating Social Networks into Academic Writing Classrooms at Afghanistan Universities

Number

TLpq2408856832

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

An Exploratory Study of Integrating Social Networks into Academic Writing Classrooms at Afghanistan Universities

General Material Designation

[Thesis]

First Statement of Responsibility

Jami, Muhammad Qasem

Subsequent Statement of Responsibility

Vetter, Matthew A.

Name of Publisher, Distributor, etc.

Indiana University of Pennsylvania

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

174

Dissertation or thesis details and type of degree

M.A.

Body granting the degree

Indiana University of Pennsylvania

Text preceding or following the note

2020

Text of Note

This mixed-method (quantitative and qualitative) study aimed to explore the integration of online social networks as teaching platforms into academic writing course contents and classes at universities in Afghanistan. The research problem was initially the researcher's own felt-difficulty, experience, and challenge of teaching writing courses in large classes, with limited resources, excessive paper works, providing frequent feedback and comments on students' works. The data collected from 30 survey and 6 interview participants were analyzed, coded, matched and emerged into themes. The findings show that: (1) Afghan English language teachers welcome the online social networks to be integrated into academic writing courses as platforms for teachers' and students' writing works at university level in Afghanistan. (2) Yet, the major challenge reported is 'lack of accessibility' (limited Internet, electricity, equipment, lack of literacy, and limited resources among many). (3) The results show that Afghan teachers need both professional training and students' parents' supports to cooperate with them in cultivating the use of online social networks as necessary tools and part of their educational system. (4) Participants reported that not all online social networks are universal; they need more contextually appropriate online platforms that fit Afghan context and their course contents. (5) They also reported that the integration of online social networks into academic writing courses creates more readership and authorship opportunities for students. Finally, (6) online social networks positively influence students' social and academic life beyond the classroom walls.

Educational technology

English as a second language--ESL

Teacher education

Jami, Muhammad Qasem

Vetter, Matthew A.

Electronic name

p

[Thesis]

276903

a

Y