Also to my friends who told me not to give up before the many difficulties I had encountered during this learning process. Finally, to my best friend Diana, without her support, we would not have completed this research. I can't find words to express my gratitude and I can only thank my family Pablo Rosales, Ana Guerrero, Carolina Rosales, Lucila Rosales, Rafael Hernandez and Juan Pablo Hernandez who are the most important people in my life.
In addition, I want to thank my friends who helped me and stood by me in the best and worst moments.
INTRODUCTION
- Introduction to the problem
- The purpose of the study
- Research questions
- Objectives
- Significance of the study
- Delimitations of the study
- Definition of terms
There were many reasons for doing this research, but only three are mentioned in this study. This study is important because it will explore the benefits of Facebook as a tool to help improve their English writing skills. It is also significant in that this study can demonstrate how Facebook helps students unconsciously develop their free writing skills.
4 Second, this study only analyzed students' prompts for a short period of time, but it would be better if the data were analyzed from the beginning of the students when they started their studies.
LITERATURE REVIEW
- The Writing Skill
- Types of writing
- Descriptive
- Narrative
- Argumentative
- Expository
- Cause and effect
- Comparison and contrast
- Approaches for writing
- The Process Approach
- The product approach
- The Free Writing Approach
- The Communicative Approach and the Writing Skill
- Collaborative Learning and the Writing Skill
- Writing and collaboration
- Designing for virtual communities in the service for learning
- Social Networks and learning
- Social Networks, Weblogs and the Writing Skill
- Code-Switching
- Social Networks
- Messenger
Langosch, (1999) defines "The style of writing in a research paper is called expository writing." Which explains and clarifies the text's information. Deborah Wahlstrom, Text Structures for Different Types of Writing, 2002; "The cause tells why something happens and the effect tells what happened. Another definition is (Hillocks, 1984) "The teacher's role in the process model is to facilitate the writing process rather than to give direct instruction (the teacher as facilitator)".
Blanton adds (1992, cited in Reid, 1993, p. 155) “Collaborative activities bring together and integrate all skills: conversation and discussion, comprehension of spoken and written text, and information for extended written composition”. In other words, cooperative learning integrates all the skills acquired during the process, the student gains different perspectives from his classmates, partners or other members of this cooperative learning group.
METHODOLOGY
- Abstract
- Participants
- The research context
- Instruments
- Procedures
19 asked if they wanted to participate in this research on a voluntary basis to study their writing process. Some of the main goals of the Faculty are to create quality students teaching a foreign language at different levels. One of the most important goals of the bachelor is to face a multicultural world with the right knowledge and their thoughts and experiences.
This site was adopted to promote writing and motivate students to use a site they are interested in. This questionnaire helps the researchers to find out the answers about the English writing process of the ELT student participants, how they started the process, what obstacles they faced, how they solved them, what was the progress, what are the points that motivated them to write in English or what influenced them to do so, if social networks are a good tool to improve English writing skills. and if they recommend them. 20 The first questionnaire consists of fourteen questions in which there are seven multiple-choice questions and seven open-ended questions that describe their thoughts about the beginning of the English writing process of the participants.
It helps to answer whether the participants improve their English writing and what were the obstacles they faced, how they solved them and whether they recommend the social networks to improve the English writing process. As mentioned before, the questionnaire was applied to 15 graduate ELT students to study their experiences that they have encountered during their writing process. The first started to analyze their first English prompts on Facebook when participants add foreigner contacts or need to write in English.
The third phase consists of analyzing and comparing the Writing Process in their English prompts on Facebook now that they have graduated. The fourth stage the participants answer the questionnaire number 2 where they explain in Facebook is a useful tool to develop their English Writing Process and if they continue to use it.
RESULTS AND DISCUSSION
Introduction of appendix number 1
- The most difficult skills to develop in the English acquisition
- Feelings in English Writing Process
- Resolving doubts by different resources in English Writing Process
- Confidence at the moment to write
- Useful media tool to develop writing English
- The Social Network
- The frequency that you write in English
- Definition of Social Networks
- Facing problems in Writing Process
- Afraid and fear at the moment to write in English
- Influence to write in English
- Reasons to write in English in social networks
- The best way to improve writing
- Advantages of writing in English
Four out of ten participants commented that they felt nervous at the moment to write in English because they were not used to writing in a foreign language even though they have the necessary tools to do so. One of the important points why the students did not write in English is that they had no previous knowledge of English as a foreign language because they had not studied it before the bachelor. The graph below presents the result about different sources to solve a doubt at the moment to write in English.
But three of the research participants felt satisfied to write in English with the teacher's help because they can guide them and solve their doubts. The rest of the participants mentioned that they felt better writing in English with a friend because they are not jogging them. Most of the three participants who wrote sometimes used "Facebook" to write short sentences because they claimed that after traveling abroad they had more confidence to start writing in English as well as to be in contact with their new friends.
Four of the participants never wrote in English in their profile because they did not have a foreigner way to practice their English and they felt nervous about writing. Seven of the ten mentioned participants do not feel afraid to write at the moment because they were aware that making mistakes is part of the English learning process. They agree that it is the most important reason to write in English in this social network.
This means that each participant has different ways of learning, but the majority prefer to be in teams and feel comfortable at the moment to write in English and. Be in touch with real situations, it is one of the best ways to improve this process.
Introduction of appendix number 2
- Free and Academic Writing
- Feeling at the moment to write after the bachelor
- The purpose to write in English
- Factors that affect your Writing Skill
- English replay frequency
- Experiences abroad
- Differences in Writing Process before and after the major
- Translation at the moment to write from Spanish to English
- Code Switching
- The beginning of Code-Switching and the use of it while writing
- The role of native speakers to motivate ELT students
- Trip experience influences
- Social networking Facebook as a tool after college
Freelance writing is the most common type of writing on social media and was one of the best opportunities to practice this skill. Although academic writing is not a bad option, at the beginning of the process it can be a bit difficult for students to follow the grammatical structures because they are just starting to learn the language. Five participants answered that now that they have completed their degree, they feel more confident to write.
On the other hand, three of the participants still feel nervous about writing at the moment because they do not often practice writing in English. There are many reasons to write in the language you are acquiring, but depending on the goals and reasons of what you want to express in the other language. Most of the participants have learned English as a second language, so they do it unconsciously, while others use it for personal reasons, academic purposes and continue to practice the language.
Five of the participants mentioned that they only occasionally post in English and that they received repetitions in English or Spanish, and that only one of the participants rarely writes in English on their social network “Facebook”. 40 situation is one of the best tools they used to improve their English writing process. All participants agree that at the beginning of the collage they translated from their native language into a foreign language, but over time when they faced different situations and acquired the foreign language as a second language, they stopped that moment thinking in their native language. writing or speaking.
One is at the beginning of the process when they think in your native language and then translate it. According to the results, most of the participants spend many hours a day in contact with a foreign language.
CONCLUSIONS AND RECOMMENDATIONS
- General conclusions
- General suggestions
- Implications
- Limitations
- Directions for further research
It was mentioned in question 4.1.9.1 of appendix A, grammar was the most difficult thing to develop in the process of writing in English when they finish their degree, slang was the main obstacle they faced in this process, shown in appendix B in table 4.2. 4.1. Based on the research questions, the participants in the questionnaires agreed that collaborative learning is a valuable tool to facilitate learning a foreign language, in this case to improve writing skills in English on the social network Facebook. As mentioned in the results, EFL students who had the opportunity to meet native English speakers and maintain contact with them through writing and unconsciously improve this skill.
This has a huge impact on the majority of participants as they work as English teachers today. We have seen that in this era the academic tools have brought about a complete change in the methods used in the past. Add more participants to the survey to get a broad answer together with other students and compare the 2005 generation of Facultad de Lenguas with one of the last generations.
The invitation when this study ends with these 10 participants is to continue to look for more students who are interested in social networking because eventually this social networking is in vogue because today students use other social networks or platforms where they spend more time therefore, teachers and researchers should take advantage of these media to motivate students to improve their English writing skills. Good teaching: An integrated approach to language, literacy and learning. 1998).Writing/Disciplinarity: A Sociohistorical Account of Literary Activity in the Academy. This questionnaire is a tool to help you find out how a social network can affect the process of writing in English.
What is the most difficult skill to develop in English acquisition? . one. one. write b. read c. speak d. listen How often did you write in English in the social network during the first two years of the programme? . one. always b. sometimes c. rarely d. never.
