Lessons Learned from Teaching English through Facebook Live for Future
International Journal of Technology in Education and Science
; 6(1):14-31, 2022.
Article
in English
| ProQuest Central | ID: covidwho-1887792
ABSTRACT
Facebook Live has become a means of teaching and learning in many parts of the world. This paper, thus, reports an examination of teaching English through Facebook Live and students' experiences of learning on it in the COVID-19 pandemic. It as participatory action research employed observation of self-managed Facebook Live streaming, and an online semi-structured interview with students and parents. The intervention of Facebook Live consisted of three strategies pre-recorded video streaming, live teaching and a combination of both. This paper reports on how students in absence of a physical classroom learned English through Facebook Live, developed communicative skills and gained ICT skills. Although the teacher's lessons on Facebook Live were appreciated by students and parents as students could get ideas for speaking English, students expressed concerns if they could interact with the teacher and friends. Facebook Live associated with videoconferencing tools, however, can complement physical classroom learning in crises and normal situations.
ERIC, Current Index to Journals in Education (CIJE); Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8; Pandemics; English (Second Language); Social Media; Technological Literacy; Interaction; Online Courses; Student Attitudes; Foreign Countries; School Closing; COVID-19; Communication Skills; Distance Education; Second Language Instruction; Educational Technology; Videoconferencing; Teaching Methods; Technology Uses in Education; Nepal; Program Effectiveness
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Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Observational study
/
Prognostic study
/
Qualitative research
Language:
English
Journal:
International Journal of Technology in Education and Science
Year:
2022
Document Type:
Article
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