YouTube, Instagram, Twitter (X) ve Facebook'un Kelime Bilgisi Gelişimine Etkisi Üzerine Bir Literatür Taraması
Öz
Bu çalışma, belirli sosyal medya mecralarının kullanımının İngilizceyi yabancı dil olarak öğrenen bireylerin kelime dağarcığı edinimi ve öğrenimi üzerindeki etkisini keşfetmeyi amaçlamıştır. Çalışma, 2014 yılından itibaren bu konuda yapılan deneysel, ön-deneysel ve eylem araştırmalarını gözlemleyen bir literatür tarama tasarımını takip etmiştir. Seçilen çalışmaların sonuçları, üç farklı kategoride incelenmiştir: görsel-işitsel tabanlı sosyal medya platformlarının (Instagram ve YouTube) etkisi, metin tabanlı sosyal medya platformlarının (Twitter/X) etkisi ve görsel-işitsel ile metin tabanlı sosyal medya platformlarının (Facebook) etkisi. Çalışmaların gözden geçirilmesi sonucunda, ağırlıklı olarak görsel-işitsel içerik kullanan sosyal medya platformlarının (YouTube ve Instagram) daha başarılı olduğu görülmüştür. Buna karşın, metin tabanlı sosyal medya platformlarının (Twitter/X) başarı oranı daha düşük kalmıştır. Ancak, hem görsel-işitsel hem de metin odaklı sosyal medya mecralarının bilikte kullanımı kelime edinimi açısından daha verimli sonuçlar ortaya koymuştur. Ayrıca, sınıf içi etkinlikler gibi okuma aktiviteleriyle birlikte sosyal medya kullanımının dahil edildiği durumlarda kelime dağarcığı ediniminin arttığı gözlemlenmiştir. Son olarak, incelenen çalışmaların tamamı dikkate alındığında, kelime bilgisi gelişiminin özellikle sosyal medyada uygun rehberlik eşliğinde içerik üreten öğrencilerde gözlemlendiği; bu platformlarda yalnızca içerik tüketiminin ise o kadar etkili bulunmadığı sonucuna varılmıştır.
Anahtar Kelimeler
Youtube Twitter X Instagram Facebook İngilizcenin Yabancı Dil Olarak Öğretimi Yabancı Dil Olarak İngilizce Kelime Dağarcığı Kelime Öğrenimi.
Kaynakça
- Alharthi, M., Bown, A., & Pullen, D. (2020). The use of social media platforms to enhance vocabulary development in learning a new language: A review of the literature. Arab World English Journal (AWEJ) Special Issue on CALL, (6), 318–331. https://doi.org/10.24093/awej/call6.21.
- Aloraini, N. (2018). Investigating Instagram as an EFL learning tool. Arab World English Journal (AWEJ) Special Issue on CALL, (4), 1–15. https://doi.org/10.2139/ssrn.3226719.
- Darancik, Y. (2018). Students’ views on language skills in foreign language teaching. International Education Studies, 11(7), 166. https://doi.org/10.5539/ies.v11n7p166.
- Fouz-González, J. (2017). Pronunciation instruction through Twitter: The case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631–663. https://doi.org/10.1080/09588221.2017.1340309.
- Guo, H. & Li, Z. (2022). An analysis of the learning effects and differences of college students using English vocabulary apps. Sustainability, 14(15), 9240. https://doi.org/10.3390/su14159240.
- Heriyanto, D. (2015). The effectiveness of using YouTube for vocabulary mastery. ETERNAL (English Teaching Journal, 6(1). https://doi.org/10.26877/eternal.v6i1.2290
- Kabilan, M., & Zahar, T. (2016). Enhancing students’ vocabulary knowledge using the Facebook environment. Indonesian Journal of Applied Linguistics, 5(2), 217. https://doi.org/10.17509/ijal.v5i2.1346.
- Kabouha, R., & Elyas, T. (2015, November 18–20). The impacts of using YouTube videos on learning vocabulary in Saudi EFL classrooms. 8th International Conference of Education, Research and Innovation. ICERI2015 Proceedings, 3525–3531. Seville, Spain. https://doi.org/978-84-608-2657-6/2340-1095.
- Kaviani, M. (2022). The impact of Instagram on learning English vocabulary among Iranian pre-intermediate EFL learners. Journal of Research and Teaching in Language Education. Advance online publication. https://doi.org/10.22034/JRTLE.2022.147055.
- Li, Y., & Hafner, C. A. (2022). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL. Advance online publication. https://doi.org/10.1017/S0958344021000161.
- Monica-Ariana, S., & Anamaria-Mirabela, P. (2014). The impact of social media on vocabulary learning: Case study Facebook. Annals of the University of Oradea, Economic Science Series, 23(2), 120–130.
- Santana, J., García-Santillán, A., & Pozos-Texon, F. (2014). Learning vocabulary through Twitter. In ICERI2014 Proceedings (pp. 4178–4184). IATED.
- Sirait, S., & Hanim, S. (2022). Improving students’ vocabulary achievement by using Twitter and Instagram multimedia. Journal of Classroom Action Research, 1(2), 1–15. https://doi.org/10.52622/jcar.v1i2.93.
Öz
This study aimed to discover the impact of certain social media platforms’ use on EFL learners’ vocabulary acquisition and learning. It followed a literature review design and observed experimental, pre-experimental and action research starting from the year 2014 on the aforementioned subject. The outcome of the studies selected were observed in three different categories namely the impact of visual-audio based social media platforms (Instagram and Youtube), the impact of text based social media platforms (Twitter/X) and the impact of visual-audio and text based social media platforms (Facebook) on the vocabulary learning success of EFL learners. The outcome of the review of studies favored social media platforms which predominantly made use of visual-audio content (Youtube and Instagram) while text based social media platforms (Twitter) displayed a lower success. However, combining visual-audio and text-based platforms also promised efficiency. Furthermore, an increased vocabulary acquisition in cases which included social media utilization alongside classroom activities like reading activities was observed. Finally, once the total of the studies reviewed are taken into consideration, improvement of vocabulary was especially observed in cases which learners were active creators of content on social media through appropriate guidance; and the sole consumption of content on these platforms were not found as efficient.
Anahtar Kelimeler
Youtube Twitter X Instagram Facebook TEFL EFL Vocabulary Vocabulary Learning.
Kaynakça
- Alharthi, M., Bown, A., & Pullen, D. (2020). The use of social media platforms to enhance vocabulary development in learning a new language: A review of the literature. Arab World English Journal (AWEJ) Special Issue on CALL, (6), 318–331. https://doi.org/10.24093/awej/call6.21.
- Aloraini, N. (2018). Investigating Instagram as an EFL learning tool. Arab World English Journal (AWEJ) Special Issue on CALL, (4), 1–15. https://doi.org/10.2139/ssrn.3226719.
- Darancik, Y. (2018). Students’ views on language skills in foreign language teaching. International Education Studies, 11(7), 166. https://doi.org/10.5539/ies.v11n7p166.
- Fouz-González, J. (2017). Pronunciation instruction through Twitter: The case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631–663. https://doi.org/10.1080/09588221.2017.1340309.
- Guo, H. & Li, Z. (2022). An analysis of the learning effects and differences of college students using English vocabulary apps. Sustainability, 14(15), 9240. https://doi.org/10.3390/su14159240.
- Heriyanto, D. (2015). The effectiveness of using YouTube for vocabulary mastery. ETERNAL (English Teaching Journal, 6(1). https://doi.org/10.26877/eternal.v6i1.2290
- Kabilan, M., & Zahar, T. (2016). Enhancing students’ vocabulary knowledge using the Facebook environment. Indonesian Journal of Applied Linguistics, 5(2), 217. https://doi.org/10.17509/ijal.v5i2.1346.
- Kabouha, R., & Elyas, T. (2015, November 18–20). The impacts of using YouTube videos on learning vocabulary in Saudi EFL classrooms. 8th International Conference of Education, Research and Innovation. ICERI2015 Proceedings, 3525–3531. Seville, Spain. https://doi.org/978-84-608-2657-6/2340-1095.
- Kaviani, M. (2022). The impact of Instagram on learning English vocabulary among Iranian pre-intermediate EFL learners. Journal of Research and Teaching in Language Education. Advance online publication. https://doi.org/10.22034/JRTLE.2022.147055.
- Li, Y., & Hafner, C. A. (2022). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL. Advance online publication. https://doi.org/10.1017/S0958344021000161.
- Monica-Ariana, S., & Anamaria-Mirabela, P. (2014). The impact of social media on vocabulary learning: Case study Facebook. Annals of the University of Oradea, Economic Science Series, 23(2), 120–130.
- Santana, J., García-Santillán, A., & Pozos-Texon, F. (2014). Learning vocabulary through Twitter. In ICERI2014 Proceedings (pp. 4178–4184). IATED.
- Sirait, S., & Hanim, S. (2022). Improving students’ vocabulary achievement by using Twitter and Instagram multimedia. Journal of Classroom Action Research, 1(2), 1–15. https://doi.org/10.52622/jcar.v1i2.93.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | İkinci Bir Dil Olarak İngilizce |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Erken Görünüm Tarihi | 9 Haziran 2025 |
| Yayımlanma Tarihi | 11 Haziran 2025 |
| Gönderilme Tarihi | 20 Mayıs 2025 |
| Kabul Tarihi | 8 Haziran 2025 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 3 Sayı: 1 |
