Social Media Escapism: Exploratory Study of the use of Digital Media by Tirana University Students of English Language

2021 ◽  
Vol 30 (2) ◽  
pp. 196-211
Author(s):  
Iris Klosi
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Online Teaching ◽  
English Language ◽  
Native Speakers ◽  
Communicative Competence ◽  
Dominant Role ◽  
State University ◽  
Face To Face ◽  
The Impact

The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism. The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism.

scholarly journals Switching to Online and its Impact on Feedback Processes: A Case Study of Seven L2 English Writing Teachers

2021 ◽  
Vol 3 (9) ◽  
pp. 22-35
Author(s):  
May Abdul Ghaffar ◽  
Megan Khairallah
Keyword(s):  
Professional Development ◽  
Private School ◽  
Online Teaching ◽  
English Language ◽  
Corrective Feedback ◽  
Writing Teachers ◽  
Face To Face ◽  
Assessment Survey ◽  
The Impact

This case study explored how the sudden switch from face-to-face to online teaching/learning has impacted the corrective feedback strategies of 7 middle and high school L2 English language writing teachers in a private school in Lebanon. The aim of the study was to investigate how these teachers adapted or altered their feedback processes in the assessment of writing. Teachers’ assessment identities are dynamic constructs composed of assessment knowledge and skills, which are impacted by social, personal, and contextual experiences. Through a feedback assessment survey, an online feedback assessment survey and an open-ended interview, the teachers critically reflected on their former corrective feedback practices as a way to unpack their current online approaches to writing assessment. This study explored the shift to online teaching, the impact on corrective feedback processes and assessment strategies, and professional development needs. Findings indicate that the teachers applied feedback formatively, used feedback to re-teach concepts, and encouraged self-assessment in their practices. However, in most instances, their varied feedback processes declined with the advent of online teaching, and they could not clearly articulate how their assessment practices altered with the adoption of online instruction.  Most stated that they would go back to their original practices as soon as they were back face-to-face in the classroom. Finally, some teachers agreed that professional development would have helped them with the switch to online learning, but they adapted to this environment on their own.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

Public perception of COVID-19 vaccines from the digital footprints left on Twitter: analyzing positive, neutral and negative sentiments of Twitterati

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aasif Ahmad Mir ◽  
Sevukan Rathinam ◽  
Sumeer Gul
Keyword(s):  
Social Media ◽  
Public Perception ◽  
English Language ◽  
Social Issues ◽  
Application Programming Interface ◽  
Content Type ◽  
The Public ◽  
Public Reaction ◽  
Types Of Information ◽  
The Impact

PurposeTwitter is gaining popularity as a microblogging and social networking service to discuss various social issues. Coronavirus disease 2019 (COVID-19) has become a global pandemic and is discussed worldwide. Social media is an instant platform to deliberate various dimensions of COVID-19. The purpose of the study is to explore and analyze the public sentiments related to COVID-19 vaccines across the Twitter messages (positive, neutral, and negative) and the impact tweets make across digital social circles.Design/methodology/approachTo fetch the vaccine-related posts, a manual examination of randomly selected 500 tweets was carried out to identify the popular hashtags relevant to the vaccine conversation. It was found that the hashtags “covid19vaccine” and “coronavirusvaccine” were the two popular hashtags used to discuss the communications related to COVID-19 vaccines. 23,575 global tweets available in public domain were retrieved through “Twitter Application Programming Interface” (API), using “Orange Software”, an open-source machine learning, data visualization and data mining toolkit. The study was confined to the tweets posted in English language only. The default data cleaning and preprocessing techniques available in the “Orange Software” were applied to the dataset, which include “transformation”, “tokenization” and “filtering”. The “Valence Aware Dictionary for sEntiment Reasoning” (VADER) tool was used for classification of tweets to determine the tweet sentiments (positive, neutral and negative) as well as the degree of sentiments (compound score also known as sentiment score). To assess the influence/impact of tweets account wise (verified and unverified) and sentiment wise (positive, neutral, and negative), the retweets and likes, which offer a sort of reward or acknowledgment of tweets, were used.FindingsA gradual decline in the number of tweets over the time is observed. Majority (11,205; 47.52%) of tweets express positive sentiments, followed by neutral (7,948; 33.71%) and negative sentiments (4,422; 18.75%), respectively. The study also signifies a substantial difference between the impact of tweets tweeted by verified and unverified users. The tweets related to verified users have a higher impact both in terms of retweets (65.91%) and likes (84.62%) compared to the tweets tweeted by unverified users. Tweets expressing positive sentiments have the highest impact both in terms of likes (mean = 10.48) and retweets (mean = 3.07) compared to those that express neutral or negative sentiments.Research limitations/implicationsThe main limitation of the study is that the sentiments of the people expressed over one single social platform, that is, Twitter have been studied which cannot generalize the global public perceptions. There can be a variation in the results when the datasets from other social media platforms will be studied.Practical implicationsThe study will help to know the people's sentiments and beliefs toward the COVID-19 vaccines. Sentiments that people hold about the COVID-19 vaccines are studied, which will help health policymakers understand the polarity (positive, negative, and neutral) of the tweets and thus see the public reaction and reflect the types of information people are exposed to about vaccines. The study can aid the health sectors to intensify positive messages and eliminate negative messages for an enhanced vaccination uptake. The research can also help design more operative vaccine-advocating communication by customizing messages using the obtained knowledge from the sentiments and opinions about the vaccines.Originality/valueThe paper focuses on an essential aspect of COVID-19 vaccines and how people express themselves (positively, neutrally and negatively) on Twitter.

scholarly journals The Impact of digitization on the religious sphere: televangelism as an example

2014 ◽  
Vol 4 (2) ◽  
pp. 189
Author(s):  
Shaimma El Naggar
Keyword(s):  
Social Media ◽  
Digital Media ◽  
First Century ◽  
Religious Expression ◽  
Media Technologies ◽  
Social Media Networks ◽  
Twenty First Century ◽  
Nuanced Understanding ◽  
Muslim Communities ◽  
The Impact

<p>Over the past few decades, televangelism has emerged as one important media phenomenon, inter alia, among Muslim communities. As a phenomenon, televangelism is interesting in many respects; it is a manifestation of the phenomenon of "info-tainment" as televangelists integrate entertainment features such as sound effects and music in their sermons. It is also a manifestation of the rise of the celebrity culture as televangelists have become 'media celebrities' with thousands of hundreds of fans and followers on social media networks.</p><p> </p><p>Thematically, this study is divided into two main sections. First. I delineate the characteristics of televangelism as a novel form of religious expression in which televangelists adopt a modern style and use colloquial language; and in which televangelists present religion as a source of individual change. I have argued that these features seem to have granted televangelists popularity particularly among Muslim youth who view televangelism as a new form of religious expression that is modern in appearance and relevant to their everyday lives.</p><p>The study has further highlighted the importance of digital media technologies in popularizing televangelists' programmes and sermons. Drawing on two case studies of popular televangelists, namely Amr Khaled and Hamza Yusuf, the study has shown that televangelists draw on a plethora of digital media tools to extend the visibility of their programmes including websites and social media networks. The study has found that televangelists' fans play an important role in popularizing televangelists' programmes. Moreover, the study relates televangelism to the rise of digital Islam. The study has argued that digitization and the increase of literacy rates have changed the structure of religious authority in the twenty first century, giving rise to new voices that are competing for authority. </p><p>Having provided an explanatory framework for the phenomenon of televangelism, the study moves in the second section to critique televangelism as an 'info-tainment' phenomenon.</p>Drawing on Carrette and King's <em>Selling Spirituality, </em>one issue that the study raises is the extent to which televangelism fits into the modern form of 'spiritualities'. Rather than being a critical reflection of the consumer culture, modern spiritualities seem to 'smooth out' resistance to the hegemony of capitalism and consumerism. I have proposed that it is through a content-related analysis of televangelists' sermons that one can get a nuanced understanding of how the discourses of particular televangelists can possibly relate to dominant (capitalist) ideologies, how structures of power are represented in their discourses and what their texts may reveal about the socio-historical contexts of Muslims in the twenty first century.

scholarly journals Disclosure of Communication in the Facebook and Impact Social Media on Worship Activities in Dakwah Faculty Students and Science of Communication Media of North Sumatera State University (UINSU)

2020 ◽  
Vol 3 (3) ◽  
pp. 2142-2148
Author(s):  
Moh. Hatta ◽  
Swardi Lubis Lubis ◽  
Marlina Marlina
Keyword(s):  
Social Media ◽  
Research Method ◽  
Descriptive Analysis ◽  
Communication Media ◽  
State University ◽  
Analysis Method ◽  
The Impact

This study aims to reveal the extent of openness of communication carried out among students of the Da'wah Faculty and UINSU communication and its impact on worship activities carried out by these students. Observations and interviews are techniques used to collect data in this study. Triangulation analysis method is also used to analyze the data obtained from respondents, descriptive analysis research method applied in this study. From 30 respondents taken with a percentage of 20 female respondents and 10 male respondents it was found that social media activities through Facebook had a special attraction and increased their confidence in communication. The impact felt by the respondents was more to the shift in the discipline of worship that they did when cool communicating with their virtual friends, recitations of the Koran that are usually done before prayer time arrives multiplied by the fun they are chatting, status updates or just looking at their Facebook wall.

scholarly journals Mediation as a Component of Communicative Competence in Training International Relations Professionals: Collaboration Between Russia and Kazakhstan

2021 ◽  
Vol 1 (1) ◽  
pp. 60-71
Author(s):  
Irina E. Abramova ◽  
Anastasia A. Ananyina ◽  
Anna M. Esengalieva
Keyword(s):  
Conflict Resolution ◽  
International Relations ◽  
English Language ◽  
Communicative Competence ◽  
Well Being ◽  
University Teaching ◽  
Special Focus ◽  
Cross Border ◽  
The Republic ◽  
The Impact

The world lives in the era of conflict, when the safety and well-being of states or individuals to a large extent depend on the availability of well-trained professionals who are able to perform mediating functions, keeping in mind ethnic, national, political, cultural and other differences between conflicting sides. However, employers increasingly claim that todays graduates lack the skills required for conflict management and mediation even in homogeneous working environments, let alone multinational teams and international interaction. This problem is particularly relevant for the field of international relations where conflict resolution by peaceful means is very important. Countries with transition economies, such as Russia and Kazakhstan, where there is a gap between labor market requirements and university teaching practices, have been searching for new ways to educate and train young specialists. This article presents the preliminary results of a collaborative project between Petrozavodsk State University of the Russian Federation and Gumilyov Eurasian National University of the Republic of Kazakhstan. The project includes a set of dialogue- and polylogue-based learning activities with special focus on addressing any discrepancies, misunderstandings and divergence of views. The aim of the paper is to assess the impact of professionally oriented cross-border communication in the English language on the readiness of international relations students from Russia and Kazakhstan for resolving future professional disputes through mediation. The authors used formal structured questionnaires with closed-ended questions for obtaining necessary data and the comparative analysis method for interpreting them. The results suggest that systematic English-language cross-border communication in a realistic work-like environment will demonstrate the importance of mediation as a component of professional communicative competence to the students and will better prepare future foreign affairs staff for conflict resolution and mediation.

scholarly journals Society and people diagnosed with autism spectrum disorder: an analysis of message descriptors of social media

2019 ◽  
Vol 24 (4) ◽  
pp. 744-755
Author(s):  
Olga A. Vazhenina ◽  
Lidiya K. Lobodenko
Keyword(s):  
Social Media ◽  
Autism Spectrum Disorders ◽  
Digital Media ◽  
Autism Spectrum ◽  
Media Space ◽  
English Speaking ◽  
Spectrum Disorders ◽  
The Impact ◽  
The Relationship ◽  
Social Media Tool

The authors investigate the process of humanization of society in relation to people with autism spectrum disorders and its relationship with the reception of problems of this category of population by society. The authors based on the descriptors of messages in social media published in the digital media space. The article reveals the relationship between the content of messages in social media, as well as the tools of this type of media and the overall degree of humanization of society at both social and political levels. The typological features of such a social media tool as a hashtag, when covering the problems of people with autism spectrum disorders, as well as the impact of these features on the reception of messages on this topic by both domestic and English-speaking users are noted.

scholarly journals The effect of prosody teaching on developing word recognition skills for interpreter trainees: An experimental study

2016 ◽  
Vol 7 (1) ◽  
pp. 1101-1107 ◽  
Author(s):  
Mahmood Yenkimaleki ◽  
Vincent J. van Heuven
Keyword(s):  
Word Recognition ◽  
English Language ◽  
Native Speakers ◽  
Theoretical Explanation ◽  
Male Students ◽  
Control Group ◽  
State University ◽  
Prosodic Features ◽  
Instruction Time ◽  
Experimental Group

The present study investigates the effect of the explicit teaching of prosodic features on developing word recognition skills with interpreter trainees. Two groups of student interpreters were composed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the State University of Arak, Iran. Participants were categorized into two groups at random, but with equal division between genders (9 female and 9 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest of word recognition skill before starting the program. The control group received exercises in listening comprehension, while the experimental group spent part of the time on theoretical explanation and practical exercises developing conscious knowledge of prosodic features of English, such as word stress. The total instruction time was the same for both groups, i.e. 8 hours. Students then took a posttest of word recognition skills. The results show that prosodic feature awareness training did yield a statistically significant improvement of word recognition skills. The result has pedagogical implications for researchers in the field of second language teaching, instructors, curriculum designers, conductors of interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.

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