My Data Analysis

The data analysis will be conducted to analyse the data. For the interview data, online discussion board content and responses via email, they will be recorded, transcribed in the form of verbatim, the codes will be identified and the themes will be generated. Finally, the data will be analysed and reported using the quotes from the respondents’ responses, views and answers. 

3.5.1 Reliability

In this study, the reliability of the interview taken is proved by the consistency of the responses given by the lecturer. From the interview, the reliability will be stronger as the responses and views are backed up by comments that the lecturers made in the interview and in the online discussion board. A high degree of consistency or stability indicates a high degree of reliability, which means the results are quite similar or repeatable.

3.5.2 Validity

Validity determines whether the study truly measures that which it was intended to measure or how truthful the research results are. To measure the validity of the instrument, the questions for the interview will be validated by an expert from a local public university with a vast knowledge and experience in conducting research. The internal validity is measured whereby the researcher refrained from being bias and prejudice towards the respondents’ responses. The trustworthiness of the study is obtained by the use of member checking and prolonged engagement. Researcher will share the finding gained from the respondents’ perception with the others who are expert in this area of study to discuss the results given. The data will be transcribed. At this point of data analysing, member checking is needed to check whether trustworthiness is found in the result. This approach is significant as it is used to established trustworthiness thus managing the treats of bias in the result.

My Research Instrument

The instruments that will be utilized for this study are, interview, online discussion board and via email. The purpose of the instruments is to gather the data qualitatively to answer the research questions, which are:

1) To what extent do the UiTM APB English lecturers perceive the use of Social Network Services (SNSs) to be relevant in the ESL writing classroom?

2) What do lecturers view as the strengths and weaknesses of integrating Social Network Services (SNSs) in the ESL writing classroom?

3) What type of Social-Network related activities are being use by lecturers enhance the students’ writing skills in the ESL classroom?

3.4.1 Interview

The set of interview questions were constructed based on the literature review. 

The interview will be conducted to gather information on how lecturers perceive the use of social network services (SNSs) in the ESL writing classroom, the strength and weaknesses of integrating SNSs in the ESL writing classroom and what are the social-network related activities used to enhance students writing skills. The interview will be recorded, and transcribed, and the researcher will then identify the codes and generated the themes and the findings will be analysed and reported.

3.4.2 Online Discussion Board

An online discussion board will also be created via Facebook where questions will be posted where selected respondents will be requested to answer the questions and interact with one another during the discussion session. After three weeks, the discussion will be completed and the contents of the discussion will be collected. The data will be coded, categorized and interpreted. The comments will be analysed and reported by using quotes from the respondents’ views and answers.

3.4.3 Email

Information will correspondingly be obtained from response via email. The researcher will email the interview questions through email to the selected respondents. And after the respondents have completed and replied to the researcher, the response via email will be coded, categorized and interpreted. It will then be analysed and reported using the quotes from the respondents’ responses.   

My Method of Data Collection

The target population for this study will be UiTM APB lecturers teaching English subjects. A list of English lecturers will be obtained from the UiTM Administration Department from each UiTM campuses in Malaysia.  Interviews will be conducted in the campuses. Besides that, data will also be collected through an online discussion board and response from respondents via email.

This study adopted a non-random purposive sampling which involves selecting sample where the researcher believes to be representative of a given population. The study required UiTM APB lecturers who have been teaching English subjects and possessed a good understanding and knowledge on social network services (SNSs) in the teaching of writing in the ESL classroom. The lecturers will be those who integrate SNSs in the ESL classroom to enhance the students writing skills.   

My Research Design

This study adopted a qualitative research which has been designed to investigate the APB English lecturers’ perception on the use of social network services (SNSs) in the ESL writing classroom.  The three research questions posed where examine through a three-pronged system of collecting data. Data will be obtained through a number of research instruments such as in-depth structured interviews with the APB English lecturers, online discussion board and via email.

The purpose of the interview, online board discussion and feedback via email is to acquire an insight about how lecturers perceive the use of SNSs in the ESL writing classroom, the strength and weaknesses SNSs, and the types of social-network related activities being used by the lecturers to enhance the students’ writing skills in the ESL classroom. This methodology will enable the researcher to obtain a more thorough picture of respondents’ perception. It comprises flexible questioning designed to uncover basic features of the individual’s discerning.

The questions posed during the interview will vary in relation to the respondents. The probing procedures that will be use are a set of problems to be identifying the processes used to attain relevant answers. Each respondent will be in his or her office. The personal interviews are generally expected to last between 25 to 45 minutes, although the length will vary depending on the respondents’ explanation and the probing procedures.

Some of the questions that will be asked are:

1) Do you make use of social network services (SNSs) to teach writing?

2) How do you perceive the use of SNSs to be relevant in teaching writing in the ESL   classroom?

3) What are the strengths of integrating SNSs in the ESL writing classroom?

4) What are the weaknesses that you see when integrating SNSs in the ESL writing classroom?

5) What kind of social-network related activities that you use in the ESL classroom to enhance students writing skills?  

My Research Approach

The research approach used in this study is qualitative approach. The three research questions will be answered through the qualitative approach of interviewing the respondents, online discussion board and via email to obtain the information for this study.

My Chapter 3: Research Methodology

Chapter 3 describes the research method that will be used in this research .This chapter will explain in detail the research approach, the research design, sampling procedures and methods of data collection and data analysis. The main aim is to give a clear view of the overall study.

WHAT I WILL COVER FOR MY CHAPTER 3: 

1) RESEARCH APPROACH 
2) RESEARCH DESIGN 

3) RESEARCH METHOD AND SAMPLING

4) DATA COLLECTION

5) DATA ANALYSIS 

COMING SOON....

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Social Media for Education

Social Network Educational Advantages

My Chapter 2 : Literature Review

Our Research Design Task (Survey Research)

My Limitations of the Study

This study investigates the lecturers’ perceptions on the use of social network services (SNSs) in the ESL writing classroom. It will be limited to only the UiTM APB English lecturers from UiTM campuses in Malaysia. This research based only on structured interview conducted. Though effort was made to certify respondents give true and honest answers, their validity of their views cannot be established. Furthermore, this is a qualitative research hence the findings could not be generalized.    

My Significance of the Study

The study is apparently one of the first few attempts to investigate how UiTM APB English lecturers’ perceive the use of social network services (SNSs) and to identify the strengths and weaknesses of integrating SNSs in the Malaysian ESL writing classroom context. Therefore, this study may provide some insights which will allow for further research in this area of interest. It will provide some perceptions concerning the integration of SNSs in the ESL writing classroom in the Malaysian context and furthermore offer lecturers some ideas for activities to improve the students’ writing skills through the use of SNSs in the ESL writing classroom.       

My Background of the Study

Recently, technology has influenced the pedagogy of teaching especially in ESL classrooms. With the rapid growth of technology, social network services (SNSs) have spread and become a new addiction among the young people around the world. Social network sites such as Facebook, blogs and Twitter are being used worldwide. It has become one of the most useful tools not only to establish social interactions among individuals but also to enhance the teaching and learning process especially in promoting the students’ writing skills in the ESL classroom. Although SNSs could be one of the interactive tools to help promote students’ writing skills and encourage the learning of English, but there are strengths and weaknesses in integrating its usage in the ESL writing classroom.  In a study conducted by Mohaganeswary & Parilah (2013), the findings discovered that teachers’ attitude towards the use of technology in class is positive whereby the results revealed that 70% of the respondents agree that computer is a valuable tool for them to teach and they completely agree that it will help change the way students learn in class. However, with the advancement of technology, it could lead to some disadvantages that could be the causes of why lecturers do not want to make use technology in their classrooms. According to Melor & Hadi (2012), they stated that the main challenge of integrating technology in the classroom, specifically the use of social network site, such as Facebook is that teachers must be aware of the distractions by other features in the Facebook such as Facebook games, chats and other types of application available through Facebook. We need to adapt and make improvements accordingly to integrate the use of technology in language classrooms so that the teaching and learning process will become more fun and interactive for not only the students but also for the teachers.  

My Literature Map

My Reading List

Links :

Below are my reading list for the proposal: 

1) http://www.ccsenet.org/journal/index.php/elt/article/view/18613/12330

2) http://arxiv.org/ftp/arxiv/papers/1305/1305.6358.pdf

3) http://www.academia.edu/3746374/Guided_Peer_Feedback_via_Facebook_Notes_for_Mixed-ability_ESL_Learners_in_the_Process_Writing_Classroom_An_Exploratory_Study

4) http://sicet.org/journals/ijttl/issue1102/2_Yuen.pdf

5) http://www.sicet.org/journals/ijttl/issue0802/4_2_5_Murphy_Lebans.pdf

6) http://www.icicte.org/Proceedings2012/Papers/09-2-Eteokleous.pdf

7) http://eprints.covenantuniversity.edu.ng/1289/1/V5N6_p7_-_Towards_Developing_an_Online_Social_Media-based_Mobile_Learning_System.pdf

8) http://www.acuta.org/wcm/acuta/donna2/Handout/SC10/SC10SemerLitReview.pdf

9) http://www.svea-project.eu/fileadmin/_svea/downloads/Facebook_01.pdf

10) http://www.greynet.org/images/GL13-S1P,_Lin_and_Ranjit.pdf

11) https://online.journalism.utexas.edu/2008/papers/Valenzuela.pdf

12) http://kmjournal.bada.cc/wp-content/uploads/2013/05/12-3-1Cho.pdf

13) http://journal.jaltcall.org/articles/4_1_Kikuchi.pdf

14) http://www.wseas.us/e-library/conferences/2012/Vienna/COMPUTERS/COMPUTERS-58.pdf

15) http://tlvconf.files.wordpress.com/2011/04/tlv-paper-wu.pdf

16) http://www.digizen.org/socialnetworking/downloads/Young_People_and_Social_Networking_Services_full_report.pdf

17) https://www.pegem.net/dosyalar/dokuman/124507-2011081614854-kasapoglu-akyol.pdf

18) http://www.wseas.us/e-library/conferences/2011/Montreux/COMICICBIO/COMICICBIO-11.pdf

19) http://www.naun.org/main/NAUN/educationinformation/17-538.pdf

20) http://www.ipedr.com/vol27/40-IC4E%202012-F10037.pdf

21) http://www.kmel-journal.org/ojs/index.php/online-publication/article/viewFile/170/124

22) http://discoverarchive.vanderbilt.edu/jspui/bitstream/1803/2910/1/Wartinbee%20Capstone.pdf

23) http://www.danah.org/papers/JCMCIntro.pdf

24) http://epubs.surrey.ac.uk/7045/6/Dippold_-_weblogs.pdf

25) http://mjde.usm.my/vol14_1_2012/mjde14_1_1.pdf

26) http://llt.msu.edu/vol14num1/liang.pdf

27) http://worldconferences.net/proceedings/gse2013/papers_gse2013/247%20Moganashwari%20Kandasamy-     Parilah%20Bt%20Hj.%20Mohd%20Shah.pdf

28) http://www.eclass4learning.com/wp-content/uploads/2012/10/engagementwhitepaper.pdf

29) http://tojde.anadolu.edu.tr/tojde54/articles/article_19.htm

30) http://www.ijac.org.uk/images/frontImages/gallery/Vol.2_No._1/10.pdf

31) http://www.p12.nysed.gov/technology/internet_safety/documents/InformationalBriefonSocialNetworkinginEducation.pdf

32) http://www.ferris.edu/htmls/administration/president/sparc/meetings/docs/StudentEngagementArticle.pdf

33) http://sicet.org/journals/jetde/jetde10/8-Liu.pdf

34) http://www.bth.se/fou/cuppsats.nsf/all/2499e472808a5909c1257b4800594879/$file/BTH2013Shembilu.pdf

35) http://www.eclass4learning.com/wp-content/uploads/2012/10/engagementwhitepaper.pdf

36) http://www.scirp.org/journal/PaperInformation.aspx?paperID=26694

37) http://cie.asu.edu/ojs/index.php/cieatasu/article/download/745/162

38) http://www.wcer.wisc.edu/news/coverStories/2011/benefits_and_drawbacks.php
39) http://www.edudemic.com/how-students-benefit-from-using-social-media/
40) http://www.opencolleges.edu.au/informed/news/social-media-usage-provides-educational-benefits-research-shows-4836/
41) https://s3.amazonaws.com/yawcrc/Publications/The-Benefits-of-Social-Networking-Services.pdf
42) http://dinamico2.unibg.it/lazzari/doc/lazzari-iadis-ict-2012-cr-chunks.pdf
43) http://uccsc.ucsb.edu/web2_social_network_vadnais.pdf
44) http://isedj.org/2013-11/N3/ISEDJv11n3p90.pdf
45) http://portfolio-online.net/attachments/article/81/Technology%20in%20Education%20Final%20Paper.pdf
46) http://eprints.ulster.ac.uk/24968/1/JIDE-SocialNetworkAnalysis.pdf
47) http://www.ncolr.org/jiol/issues/pdf/9.2.4.pdf
48) http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2626430/
49) http://opus.bath.ac.uk/17702/
50) http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1008&context=etc08&sei-redir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fstart%3D20%26q%3Dsocial%2Bnetworking%2Bin%2Beducation%26hl%3Den%26as_sdt%3D0%2C5%26as_vis%3D1#search=%22social%20networking%20education%22
51) http://ascilite.org.au/conferences/auckland09/procs/hamid-poster.pdf
52) http://www.educationarena.com/pdf/sample/sample-essay-selwyn.pdf
53) http://files.eric.ed.gov/fulltext/ED535130.pdf
54) http://ac.els-cdn.com/S1877042809000895/1-s2.0-S1877042809000895-main.pdf?_tid=4fcd4796-72ad-11e3-b7c3-00000aacb362&acdnat=1388557624_8639b7950af4a6899c251cf76d4e0b7f
55) http://files.eric.ed.gov/fulltext/ED472669.pdf
56) http://files.eric.ed.gov/fulltext/ED453721.pdf
57) http://blog.soton.ac.uk/connectted/files/2012/05/OradiniAndSaunders.pdf
58) http://soe.wiki.trevecca.edu/file/view/Is_Education_1.0_Ready_for_Web_2.0_Students.pdf
59) https://www.wdhstore.com/hispanic/data/pdf/nov29-howsocial.pdf
60) http://cms.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p160.pdf
61) http://people.eng.unimelb.edu.au/sherahk/Papers/2010/PACIS_2010.pdf
62) http://www.westga.edu/~bmckenzi/word/social_networking.pdf
63) http://eacea.ec.europa.eu/llp/projects/public_parts/documents/ict/2011/mp_519255_ict_PR_netbox.pdf
64) http://www.us-cert.gov/sites/default/files/publications/safe_social_networking.pdf
65) http://files.eric.ed.gov/fulltext/ED542784.pdf
66) http://sacj.cs.uct.ac.za/index.php/sacj/article/viewFile/78/56
67) http://www.academia.edu/1569911/Effect_of_Social_Networking_Sites_in_Communication_of_Information_in_Distance_Education_-_A_literature_review#
68) http://fraser.typepad.com/socialtech/files/social-networking-overview.pdf
69) http://www.datatilsynet.no/global/english/11_00643_5_parti_rapport_facebook_2011.pdf
70) http://www.discapnet.es/Observatorio/Accessibility_Observatory_on_Social_Networks.pdf
71) http://www.jucs.org/jucs_18_8/understanding_online_social_networking/jucs_18_08_0970_0972_editorial.pdf
72) http://www.digizen.org/downloads/social-networking-overview.pdf
73) http://thesai.org/Downloads/Volume2No2/Paper%2020-A%20Short%20Description%20of%20Social%20Networking%20Websites%20And%20Its%20Uses.pdf
74) https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=22&cad=rja&ved=0CDoQFjABOBQ&url=http%3A%2F%2Fwww.ukoln.ac.uk%2Fcultural-heritage%2Fdocuments%2Fbriefing-13%2Fbriefing-13.doc&ei=zLzDUuCAK4GRrQfymoGYDw&usg=AFQjCNE_OF1gldSOrZlWlsBmqqm_qBbsHw&sig2=XN2pEg044HeHCdkwZ0AGdA&bvm=bv.58187178,d.bmk
75) http://arxiv.org/ftp/arxiv/papers/1307/1307.3399.pdf
76) http://brage.bibsys.no/hia/bitstream/URN:NBN:no-bibsys_brage_19699/1/S%C3%A6b%C3%B8_2009_Role.pdf
77) http://www.kooperationssysteme.de/wp-content/uploads/coop08_richterkoch_functions_of_social_networking_services_final.pdf 
78) http://www.w3.org/2008/09/msnws/papers/NETWORKS_LEGAL_PROBLEMS.PDF
79) https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=38&cad=rja&ved=0CG0QFjAHOB4&url=http%3A%2F%2Fwww.nia.or.kr%2Fbbs%2Fdownload.asp%3Ffullpathname%3D%255CData%255CNia_Board%255C090907111405287044%255C201112%255C01_%25EA%25B3%25BD%25ED%2598%2584%25EC%2599%25B8(3-24).pdf%26filename%3D01_%25EA%25B3%25BD%25ED%2598%2584%25EC%2599%25B8(3-24).pdf&ei=gb3DUoa_GcTIrQfdqoGYDw&usg=AFQjCNEfmH_2NhMJ08wIiVhTgR6GdElXRw&sig2=w-yFw8_u-8UwNWZXg9CFEQ
80) http://www.uwex.edu/disted/conference/Resource_library/proceedings/08_13292.pdf
81) http://scholarsarchive.jwu.edu/cgi/viewcontent.cgi?article=1004&context=mba_student
82) http://conference.ifla.org/past/2011/183-ayiah-en.pdf
83) http://www.scottishcivictrust.org.uk/media/100110/a%20basic%20introduction%20to%20social%20networking.pdf
84) http://an.kaist.ac.kr/~haewoon/papers/2010-www-twitter.pdf
85) http://www.icicte.org/Proceedings2012/Papers/09-1-Petrovic.pdf
86) http://www.eckerd.edu/academics/ford/files/11/Mary_Wilks.pdf
87) http://www46.homepage.villanova.edu/john.immerwahr/TP101/Facebook.pdf
88) http://www.ascilite.org.au/conferences/hobart11/downloads/papers/Wise-full.pdf
89) http://www.kent.ac.uk/is/projects/loginsforlife/downloads/L4Life-stakeholders-report.pdf
90) http://clairecouillard.weebly.com/uploads/5/1/9/8/5198042/research_paper_tcs_701.pdf
100) http://und.edu/health-wellness/healthy-und/relationships-findings-on-facebook-missy.pdf
101) http://dspace.ucuenca.edu.ec/bitstream/123456789/4350/1/TESIS.pdf
102) http://web2integration.pbworks.com/f/Undergraduate+Perceptions+of+the+Usefulness+of+Web+2.0+in+Higher+Education.pdf
103) http://www.ijac.org.uk/images/frontImages/gallery/Vol._2_No._3/3.pdf
104) http://www.naun.org/main/NAUN/educationinformation/17-538.pdf
105) http://webh01.ua.ac.be/odlac/guides/4b-GUIDES-INSTITUTIONS-EN.pdf
106) http://pinarmanici.files.wordpress.com/2011/04/facebook1.pdf
107) http://ifets.info/journals/13_1/16.pdf
108) http://acumen.lib.ua.edu/content/u0015/0000001/0000068/u0015_0000001_0000068.pdf
109) http://ijklo.org/Volume5/IJELLOv5p027-050Kay649.pdf
110) http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1613&context=doctoral
111) https://www.academia.edu/1503253/Teachers_Perceptions_of_Integrating_Information_and_Communication_Technologies_Into_Literacy_Instruction_A_National_Survey_in_the_United_States
112) http://www.ccsenet.org/journal/index.php/elt/article/viewFile/27998/16886
113) http://www.jite.org/documents/Vol10/JITEv10IIPp073-103Brodahl948.pdf
114) http://www.educ.cam.ac.uk/research/projects/istl/WP042.pdf
115) http://web02.gonzaga.edu/comltheses/proquestftp/Aggen_gonzaga_0736M_10235.pdf
116) https://www.academia.edu/394232/Social_Networking_and_Education_Using_Facebook_as_an_Edusocial_Space
117) http://www.tojet.net/articles/v8i1/818.pdf
118) http://www.tewtjournal.org/VOL%2012/ISSUE3/ARTICLE3.pdf
119) http://090803.wikispaces.com/file/view/ScienceDirect+A+case+study+on+academic+uses+of+Facebook.pdf
120) http://www.mcser.org/journal/index.php/mjss/article/viewFile/1634/1639
121) http://cheetham.myweb.uga.edu/portfolio/images/technology.pdf
122) http://www-tc.pbs.org/about/media/about/cms_page_media/182/PBS-Grunwald-2011e.pdf
123) https://eis.hu.edu.jo/deanshipfiles/pub101832432.pdf
124) http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1087&context=mcis2009

My Research Questions

The study attempt to answer the following questions :

1. To what extent to the UiTM APB English lecturers perceive Social Network Services (SNSs) to be relevant in the ESL writing classroom?
2. What do lecturers view as the strengths and weaknesses of integrating Social Network Services (SNSs) in the ESL writing classroom?
3. What type of Social Network related activities are being used by lecturers to enhance the students' writing skills in the ESL classroom? 

My Research Problem

With the rapid growth of the world and technology, English language teaching and learning has become more important from day to day. Recently, technology has indeed influenced the new pedagogy of teaching. Social network services (SNSs) have spread rapidly throughout the world and have become phenomenon not only among the teenagers but all level of ages of people around the world.  Boyd & Ellison (2007) defined social network services (SNS) as “Web-based services that allow individuals to (1) construct a public or semi-public profile bounded within a system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system. The nature and nomenclature of these connections may vary from site to site. Social network services (SNS) are increasingly popular among youngsters in Malaysia, especially among the UiTM students. One of the most common social network sites are Facebook and Twitter. Students not only establish social interaction among individuals in the social network sites but they also created groups for their courses for educational purposes. 

Educators are starting to realize that importance of integrating social network in ESL classroom. Nowadays, everyone have a Facebook account. It will be easier for educators to teach using tools which students are engaged in. The use of Facebook by students opens up a great opportunity for educators in UiTM especially English lecturers to identify the strength and weaknesses of social network services as a tool to teach writing in an ESL classroom. Previous studies have revealed that teachers found that integrating social network services (SNSs) in ESL writing classroom could advantage students in terms of broadening their knowledge, build up their confidence and increase their motivation level in the ESL writing classroom (Melur Md Yunus, Hadi Saleh & Chenzi, 2012). However, integrating social network services (SNSs) in the ESL writing classroom could also lead to other problems. According to Melur Md Yunus, Hadi Saleh & Chenzi (2012), students may face difficulties in concentrating to the materials when they use the computer, not enough facilities and problems related to internet access and furthermore, teachers’ insufficient time to interact with the students. By identifying are the strengths and weaknesses, taking into consideration the lecturers’ perception of integrating social networks services (SNSs) in ESL writing classroom, , we could make improvements and enhance the use of technology for better teaching in the future and encourage the ESL students to love writing. 

Research reveals that there is a need for more studies to explore the teachers’ and students’ attitude towards the use of technology, specifically in terms of integrating social network services (SNSs) in ESL writing classroom to provide better insights. Due to that, there is a must in conducting this research in order to identify what are the lecturers’ perceptions towards the use of social network services (SNSs) in ESL classroom to promote students’ writing skills. This study is undertaken to investigate the lecturers’ perception on integrating social network services (SNSs) in ESL classroom, specifically the English lecturers teaching in the UiTM campuses in Malaysia. This study will also review the strength and weaknesses of using social network services (SNSs) in promoting students’ writing skills and suggestions of activities that could be integrated using the SNSs in the ESL writing classroom.

My Research Topic

SOCIAL NETWORK SERVICES (SNSs) IN THE ESL WRITING CLASSROOM 

Welcome to My Research Lab

Hello and Assalamualaikum...

Welcome to my research lab....

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