Using LINE as a Platform for Encouraging Students’ Learning and Participation

Using online discussion forums and peer-to peer interactive learning currently becomes a common instructional proposition. Such social discourse is educationally adopted to enhance learning and through ideas interchanged in an online setting. The aim of this study was to investigate the use of LINE...

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Main Author: Visara Ekahitanond
Format: Article
Language:English
Published: UIKTEN 2017-11-01
Series:TEM Journal
Subjects:
Online Access:http://www.temjournal.com/content/64/TemJournalNovember2017_832_838.pdf
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spelling doaj-6b7ec65be5d44aefbc9ecad30f99dd8b2020-11-25T00:19:11ZengUIKTENTEM Journal2217-83092217-83332017-11-016483283810.18421/TEM64-24Using LINE as a Platform for Encouraging Students’ Learning and ParticipationVisara EkahitanondUsing online discussion forums and peer-to peer interactive learning currently becomes a common instructional proposition. Such social discourse is educationally adopted to enhance learning and through ideas interchanged in an online setting. The aim of this study was to investigate the use of LINE as an instructional tool complementing language practice to express opinions in an EFL course. In order to examine factors related to student learning performance in the online discussion activity, data were collected from learning score, quantity of interaction, as well as attitude from 83 students. Frequency, mean, and correlation coefficients were employed to analyze. The findings revealed students’ positive attitude toward the online activity, with the highest mean score indicating an enjoyable learning environment. The students’ learning outcome showed positive correlation with frequency of their interaction; however, it was disassociated with their attitude toward the assigned online task. Furthermore, students’ engagement in the learning disclosed no relation with their attitude toward the online educational experience. The finding of the study can be beneficial for online activity course designs in the future. Apparently, student participation is considered a vital variable; thus, motivation strategies are to be carefully planned to facilitate effective online learning.http://www.temjournal.com/content/64/TemJournalNovember2017_832_838.pdfsocial medialearning performancelanguage learningonline activityLINE
collection DOAJ
language English
format Article
sources DOAJ
author Visara Ekahitanond
spellingShingle Visara Ekahitanond
Using LINE as a Platform for Encouraging Students’ Learning and Participation
TEM Journal
social media
learning performance
language learning
online activity
LINE
author_facet Visara Ekahitanond
author_sort Visara Ekahitanond
title Using LINE as a Platform for Encouraging Students’ Learning and Participation
title_short Using LINE as a Platform for Encouraging Students’ Learning and Participation
title_full Using LINE as a Platform for Encouraging Students’ Learning and Participation
title_fullStr Using LINE as a Platform for Encouraging Students’ Learning and Participation
title_full_unstemmed Using LINE as a Platform for Encouraging Students’ Learning and Participation
title_sort using line as a platform for encouraging students’ learning and participation
publisher UIKTEN
series TEM Journal
issn 2217-8309
2217-8333
publishDate 2017-11-01
description Using online discussion forums and peer-to peer interactive learning currently becomes a common instructional proposition. Such social discourse is educationally adopted to enhance learning and through ideas interchanged in an online setting. The aim of this study was to investigate the use of LINE as an instructional tool complementing language practice to express opinions in an EFL course. In order to examine factors related to student learning performance in the online discussion activity, data were collected from learning score, quantity of interaction, as well as attitude from 83 students. Frequency, mean, and correlation coefficients were employed to analyze. The findings revealed students’ positive attitude toward the online activity, with the highest mean score indicating an enjoyable learning environment. The students’ learning outcome showed positive correlation with frequency of their interaction; however, it was disassociated with their attitude toward the assigned online task. Furthermore, students’ engagement in the learning disclosed no relation with their attitude toward the online educational experience. The finding of the study can be beneficial for online activity course designs in the future. Apparently, student participation is considered a vital variable; thus, motivation strategies are to be carefully planned to facilitate effective online learning.
topic social media
learning performance
language learning
online activity
LINE
url http://www.temjournal.com/content/64/TemJournalNovember2017_832_838.pdf
work_keys_str_mv AT visaraekahitanond usinglineasaplatformforencouragingstudentslearningandparticipation
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