Abstract
During this period in history, the advancement of technology is developing at a fast pace, and it is becoming more important to every normal person. In particular, the smart phone, which is quickly becoming one of the most frequently used gadgets in ordinary life, is no longer considered a luxury commodity. Because of the COVID-19 epidemic, students are not required to utilise textbooks while studying. Beyond textbooks, there are numerous other media that may be used to advance an individual's education and development. The purpose of this research study is to investigate the effect of social media, namely Blogs, on the vocabulary acquisition of ESL students. A questionnaire was adopted for data collection from 60 people from different universities, and the results were analysed using a descriptive method. Following the responses given by the respondents, it was noticed that a lot of ESL learners believed that using Blogs to improve vocabulary development is beneficial since it raises the degree of involvement in studying. The current research investigates the use of social constructivist theory in the teaching of ESL learners. The purpose of this study report is to demonstrate the statistically significant impact of the use of Blogs on the growth of learners' vocabulary. Finally, the article concluded that, in light of the descriptive study, the social constructivist method is very significant in English language learning, particularly in vocabulary development.
The following objectives were established for the study through Descriptive Method of Social Constructivist Theory of Learning Vocabulary:
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To explore the relationship between the use of Blogs and an interest in ESL learners' vocabulary knowledge.
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To identify the effect of Blogs on the development of English vocabulary among ESL learners by using social constructivist theory.
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To examine the effect of using Blogs on students' capacity to improve their vocabulary usage.
Keywords: Social media, Vocabulary learning, Blogs, Social constructivism, ESL learning
Method name: Descriptive Method of Social Constructivist Theory of Learning Vocabulary
Graphical abstract
Specifications table
| Subject area: | Psychology |
| More specific subject area: | Vocabulary Learning |
| Name of your method: | Descriptive Method of Social Constructivist Theory of Learning Vocabulary |
| Name and reference of original method: | Vygotsky, L. S. [33]. Language and thought. Cambridge, Mass.: MIT Press. |
| Resource availability: | Vygotsky, L. [32]. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. |
Method details
According to the social constructivist model of language acquisition, the study of language development requires learners to take an active role in their own learning experience.
Interaction between people in a community is encouraged by the social constructivist theory.
According to Vygotsky [32], the cultural and social environment have a significant impact on intellectual development.
When striving for improved cognition and performance, there is a shift from culturally assisted controlled performance to independently controlled performance, which is referred to as the transition from inter-psychological to intra-psychological performance.
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An exploratory qualitative research design was utilised in this study, using a descriptive method.
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Description research is a written description of the current situation of an item under investigation, as it was at the moment the research was conducted.
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It is a technique for evaluating the current state of human groups, an item, and a set of circumstances, a system of thinking, or a class of occurrences that is based on observation.
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To study the effect of utilising Blogs on students' ability to increase their vocabulary competence, the researchers conducted this research.
Introduction
Textbooks, flyers, modules, booklets, CDs, multimedia, videos, the internet, and other forms of learning materials are all available to students to help them improve their knowledge and language proficiency [5,26,28]. The availability of traditional and digital resources may be utilised to educate students through the use of the flipped classroom learning paradigm [21]. Consequently, it is critical to understand how to maximise both written and digital news while studying English as part of a larger endeavour to attain fluency in the target language. The acquisition of vocabulary is a critical component of the English language learning process. It is one of the most important components of learning a second language [4]. The function of the instructor in the teaching of language is inextricably linked to the level of technological superiority.
In recent decades, social networking sites have evolved into a primary mode of communication for most people. Various communication channels, including social media platforms such as Twitter, Instagram, YouTube, Facebook, Skype, and others, fulfil a variety of functions. Because English is extensively used on social media, such tools have indirectly benefited English language learners. Furthermore, social media is used as a learning aid in the classroom. Students use social media to disseminate and exchange their academic content, as well as to network with one another. Students may learn how to use words in an actual real-life scenario by interacting with them on social media. The usage of social media has also been shown to have beneficial impacts, such as improving pronunciation and expanding one's vocabulary as a consequence of using social media platforms [1].
It has become increasingly popular over the years to use various Internet-based social networks and communication tools for educational purposes. These include email, text messages (SMS), social media sites such as Facebook and Twitter, and, more recently, messaging apps such as Telegram and WhatsApp [10,11]. Several features distinguish each of these instruments, and each of these traits influences their appropriateness for academic reasons [7]. Users of social media are able to share their opinions with others and form social relationships with other members of the community [12]. Kern [18] said that the use of online blogs and social media is strongly encouraged by the constructivist approach since its use emphasises the interaction of learners.
Linguistic learning is usually referred to as a self-study topic in the context of new technologies such as social networking sites, which have produced an effective new method of learning that is independent of time, location, and pace and leads to self-study autonomous learning. Many additional tools, in addition to those mentioned above, are available to help shift conventional methods to language acquisition in general. A large number of research has been conducted recently to examine the effect of social networks on the acquisition of a second language by English language learners. The most relevant research is those that looks into whether students and teachers find it commutable and useful, as well as whether social media may be used as a tool for educational purposes both inside and outside the classroom. A large number of these studies [14,[23], [24], [25],30,34] have found a positive impact of social networks on the teaching of a second language.
Literature Reviews
In this section, reviews of research that is relevant to the subject, such as those on vocabulary learning and the effect of social media on language development. Social media is a web technology that is utilised by the majority of people to connect and communicate with one another through the use of mobile devices. Many social networking platforms, including Facebook, Twitter, YouTube, LinkedIn, and Google, are capable of assisting students with learning activities by facilitating information gathering, as well as the strengthening and sharing of their experience and understanding. These portals provide opportunities for students to acquire and transfer information to improve, strengthen, and share their knowledge [13].
Learning vocabulary may also be done in conjunction with the visual annotation that is displayed on students' smart phones in order to help them better comprehend the new words. In research conducted by Chen, Hsieh, and Kinshuk [8], students were given both verbal and visual annotations to aid them in the acquisition of English vocabulary. The results of the post-test revealed that the graphical annotation assisted participants with lower verbal ability but better visual ability in terms of word retention and recall. In another research, Kennedy and Levy [17] delivered SMS messages to students containing previously learned language that was then utilised in new situations, and the students responded positively. The average number of things each week was nine or ten texts per day. The findings revealed that the texts were very beneficial for improving language acquisition. As an example, Thornton and Houser [31] delivered brief mini-lessons for vocabulary acquisition to students' mobile phones three times a day, using email as the medium of delivery. They introduced new terms in a variety of situations to allow the students to deduce their meaning. The findings revealed a statistically significant improvement in the performance on the post-tests.
There are a variety of online games available, according to Huyen and Nga [15] that help English language learners enhance their vocabulary in a flexible and relaxing environment. These online games increase the interest of English language learners in the language learning process and help them to retain more information. As a result, the growth of English vocabulary is critical and plays a dominating role in the language learning process when compared to the acquisition of language structure.
Alqunayeer [2] performed research on the effect of Twitter-based education on students' English vocabulary acquisition at a Saudi institution. Using a randomised controlled trial design, she split 160 individuals into two groups: experimental and control, with 80 respondents in each. Moreover, she said that not only did learners' vocabulary increase, but also their writing and research abilities. Alqunayeer [2] concluded that, since "integrating social networking sites is a new trend in Saudi Arabia, researchers need to investigate the aptitude of Saudi students for using and integrating such technology" (p. 42).
Students' vocabulary knowledge improved significantly when they engaged and socialised with their fellow students and other Facebook users, especially those who were native English speakers of the target language, according to research on the use of Facebook to enhance students' vocabulary knowledge [16]. Facebook, according to the experts, has the potential to be a useful learning tool since it may inspire students while also increasing their involvement, interaction, cooperation, and confidence.
The findings of Bouhami [6], who was one of the researchers that looked into Social Media Platforms (SMPs) in general, were that SMPs are both beneficial and useful in increasing EFL students' vocabulary knowledge. Similar findings were made by Khan, Ayaz, and Faheem [19], who discovered that social media platforms (SMPs) play an important role in vocabulary acquisition because SMPs pique learners' interests and provide vocabulary in a variety of formats, including text, images, video, and other online media.
When comparing learners in experimental groups to learners in control groups, Al-Tamimi et al. [3] and Nikbakht and Boshrabadi [22] found that the experimental groups outperformed the control groups in terms of learning the target vocabulary, concluding that SMPs play a crucial role in vocabulary learning. It is important to note that the students in these two studies were learning English at a variety of different levels of competence.
Research Questions for investigation
The following research questions were investigated in the study, taking into consideration the main problems surrounding Blogs and vocabulary learning.
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Does the use of Blogs help ESL students to improve their vocabulary acquisition skills?
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To what extent may Blogs be transformed into a useful tool for vocabulary development for ESL learners?
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What are the opinions of ESL students regarding the use of Blogs in the context of vocabulary development?
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What is the impact of Blogs on the growth of English vocabulary among ESL learners?
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Is utilising Blogs effective at motivating ESL students to acquire new vocabulary?
Significance of the study
The study's significance is that it will demonstrate the advantages of utilising Blogs in the teaching and learning of English vocabulary. The blog is a useful communication tool for students, allowing them to keep up with the latest events, courses, and general goings-on in and around the English classroom. It is a great tool for students to interact with one another as well as with the institution, providing input on ideas for development as well as appreciation for outstanding activities and training. In addition to providing students with a unique and current information gateway about all types of activities, Blogs also offers students a forum for discussion. It also attempts to raise awareness and perhaps even take the chance of contributing to the improvement and updating of ESL curricula, as well as assisting designers and ESL methodologists in the development of teaching materials that are appropriate for various teaching styles and match students' levels of achievement not only in vocabulary but also in other English language skills.
Sample and Sample size of the study
The participants in this research were 60 respondents from various institutions in India, spanning from semester 1 to semester 8. They came from a variety of educational backgrounds. The fact that these individuals had previous experience in English courses was a key factor in their selection. They had all been studying English for more than 15 to 17 years at the time of their assessment. The participants in the research had taken English classes in high school prior to enrolling in their college programmes. As determined by their admission test results, all of the participants had roughly the same level of English proficiency (i.e. intermediate and upper intermediate). Ages varied from 19 to 24, with the majority of them being 19 years old and the average age of the group being 20 years old. The simple random sample technique was used in this research. Every person in a population was selected at random. In order to accomplish the goals of this research, a series of questionnaires was developed with the use of a Google form as the medium for collecting data in order to evaluate students' opinions and perspectives on the use of Blogs in the development of English vocabulary among other things. A questionnaire is a technique of gathering primary data in which a sample of participants is given a series of structured questions in order to elicit accurate answers from the participants [9]. The researcher utilised a self-created questionnaire as a research instrument for data collection, and after collecting the data, it was statistically evaluated in order to come up with a valid conclusion for the study. Participants will be presented with 14 statements, each of which will elicit four responses: agree, strongly agree, disagree, and strongly disagree, in a questionnaire.
Research Design and Procedure
During the research training session, the researcher provided a short description of the study's objective to the participants, who then answered any questions they had. After that, the participants were instructed to download and install the Blogs application on their smart phones. Once this was completed, the researcher created a WhatsApp group and invited all of the participants, explaining to them how to use the application for the goal of vocabulary acquisition. The researcher provided them with a few vocabulary items, which included some new terms from previously unexplored subjects. The vocabulary items were provided with a definition, an explanation, and examples to go along with them. They then had a discussion with their instructor and other participants about the new terms they had learned and contributed more information. The pupils were permitted to use the internet to search for meaning in Google search, which they did. In accordance with social constructivist theory, which promotes social and individual interaction amongst individuals in a community, the participants were given the opportunity to participate actively in their own learning experience. Social constructivism was defined by Vygotsky [33] as the belief that all learning occurs as a result of social interaction, and that meaning is socially created via speech and contact with others. Individual development, according to Richardson [27], is derived from social interactions in which cultural meanings are exchanged by the community and ultimately absorbed by the individuals. In the learning process, individuals' previous ideas interact with outside variables such as teaching activities, tools, other persons, and the social context in which they live [20]. Social constructivism holds that learning may be successfully promoted by social contact and engagement with others [35]. Following the conversation, the researcher instructed the participants to use the new words they had learnt on Blogs. Stories, poetry, phrases, and other expressions may be posted on the blog at the discretion of the participants. The only requirement for the blog was that it include information about what they had looked for, discussed, and discovered during the research instruction session. It was requested of the participants that they share their blogs with the group. Students may read other students' blogs and provide comments on them in their own words. Finally, participants were asked to complete a questionnaire created by the researchers in order to get an understanding of their perspectives on the use of Blogs in the vocabulary teaching-learning process.
Results and Discussions
In order to improve our learning or linguistic proficiency, we must make use of the numerous learning resources that are accessible today. Because if we just learn via one source or if we only depend on learning while we are in class, we will significantly impede our learning process due to the restricted quantity of information we have in class throughout the day. Millennial children, on the other hand, are very adept at utilising a variety of media as learning tools at this time. Social media is, without a question, a part of our everyday lives, and opinions on the usefulness of social media in terms of developing and broadening English abilities are divided. The current investigation was carried out in order to determine the effect of Blogs on the development of English vocabulary.
A large number of adolescents like using Blogs as a social networking platform, owing to the many fascinating features it offers. Because so many people are interested in this, social media and academics have created a number of accounts that may be extremely helpful for gaining information about English, particularly in order to enhance vocabulary and writing abilities. The Blogs was chosen as the subject of the study to determine the extent to which it has an impact on vocabulary acquisition. The participants were asked to complete a questionnaire by the researcher in order to get insight into their answers for the learning experience.
In the course of the study, participants' responses revealed some encouraging data about the impact of Blogs on English vocabulary learning among ESL students. According to the social constructivist perspective, there was a statistically significant outcome in favour of a social media augmented learning environment. The questionnaire revealed that, when compared to a conventional classroom setting, participants found the Blogs platform to be more motivating and selected it as the most productive teaching-learning experience possible.
According to the findings of the research, participants gained new vocabulary through the use of Blogs. The vast majority of respondents stated that they were confronted with new vocabulary when looking up the definition of a new term in the glossary. Additionally, they acknowledged that they were knowledgeable about how to use new words they had learned on Blogs in the right context. The massive number of those who took part in the study utilised Google to look out the meanings of unfamiliar phrases, whenever they do not understand a word that is being utilised by other Blogs users. In this way, social media platforms such as Blogs and mobile phones may assist learners in improving their language abilities. According to the responses of the participants, learners acknowledged that the usage of vocabulary on Blogs has helped them to blog in English more effectively and with new vocabulary in mind. Since engaging in the activity encourages them to use more vocabulary, they will be more likely to do so in the future.
Student Blogs offer pupils the chance to express themselves more confidently while also providing an opportunity for them to improve their vocabulary as a result of the socially engaged situation in which they are placed with their fellow students. As a result, Blogs have a less intimidating environment in which to utilise language than students in conventional classrooms. Overall, the results above demonstrate that Blogs has a good impact on the vocabulary development of ESL learners. When participants learned the language via the use of Blogs, they reported feeling more confident and driven. This is in accordance with the social constructivist theory, demonstrating that social media platforms such as Blogs may provide a more conducive environment for vocabulary acquisition to take place.
Addressing the Research Questions
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RQ1
Does the use of Blogs help ESL students to improve their vocabulary acquisition skills?
To enhance vocabulary, the utility of blogs plays a vital role for ESL students. According to the findings, ESL students improve their vocabulary acquisition skills through collaborative learning, and creative thinking that helps the students to find the teaching-learning method of learning. The fluency tip, grammar, accent of the word, and swear words in the blogs help the students to gain more knowledge on their part of enhancing vocabulary.
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To what extent may Blogs be transformed into a useful tool for vocabulary development for ESL learners?
In addition to this, it is a good choice for ESL learners to focus on blogs as a study tool for vocabulary which teaches authentic English. The blog series captivates the language and helps the student with well-constructed usage of vocabulary. Some blog series have exceptionally good language that supports the ESL learners’ to be clear and get to know the accurate pronunciation of each vocabulary used in the context. In such a way, blogs endure as a useful study tool for vocabulary development.
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What are the opinions of ESL students regarding the use of Blogs in the context of vocabulary development?
The major influence of blogs on ESL students in the notion of using the blog for enhancing vocabulary is on the participants find it easy and comfortable to learn vocabulary rather than words. The ESL learners make use of the vocabulary while having discussions with people that are learned through blogging. The participants have witnessed an increase in voluminous vocabulary development after the usage of vocabulary.
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What is the impact of Blogs on the growth of English vocabulary among ESL learners?
ESL learners have developed analytical thought processes and increased their vocabulary to a higher level, rather than the wide old method of not merely understanding and remembering the words or materials. As the usage of blogs is consistent, the participants spotlight the word choice, sentence structure, usage of vocabulary, and writing style. The blogging habit also creates an impact to refine grammatical skills, reading skills, and being observant.
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RQ5
Is utilising Blogs effective at motivating ESL students to acquire new vocabulary?
The usage of blogs is captivating and motivating as the students experience transformation in vocabulary usage and exposure to new terminologies. Utilizing blogs has been motivating the students to develop a better personal learning environment especially for improving new vocabulary. It also motivates that builds up their confidence as writers or speakers by acquiring new vocabulary.
Findings of the study
The following are the results of the questionnaire on the effect of Blogs on vocabulary development, which was completed by a sample of participants. In the study, it was discovered that the participants were unanimous in their opinion about the following efficacy of Blogs in vocabulary learning:
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43 participants strongly agreed that ‘Blogs is a convenient tool for writing’.
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40 participants strongly agreed to ‘Non-threatening to participate in the activity’.
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52 participants strongly agreed that ‘Being able to utilise familiar technology in class rather than having to speak in front of others is advantageous.
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49 participants strongly agreed with ‘Encourage enthusiastic involvement in the vocabulary-building exercise’.
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36 participants strongly agreed that ‘The Blogs encourages students to pay closer attention while learning’.
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55 participants strongly agreed that ‘Blogs has provided me with exposure to new terminology’.
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46 participants strongly agreed with ‘Understand how to utilise new terms I've learned on Blogs in the right context’.
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57 participants strongly agreed that ‘When I am not familiar with a specific term used by another blog, I look up its definition in Google search results’.
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54 participants strongly agreed that ‘Blogs has assisted me in expanding my vocabulary knowledge’.
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30 participants strongly agreed that ‘Blogs have more chances to acquire new terminology than other types of writers’.
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50 participants strongly agreed: ‘Because of Blogs, I have made an attempt to increase my vocabulary’.
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39 participants strongly agreed with ‘Learn new vocabulary from the postings and comments on this site’.
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51 participants strongly agreed with ‘When interacting with people, make use of the vocabulary you've learned via Blogs’.
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45 participants strongly agreed that ‘I like studying vocabulary on Blogs rather than in a traditional classroom setting’.
Conclusion
Following the successful completion of this descriptive research, it was determined that social media has a significant influence on the development of vocabulary in the English language. The research was primarily concerned with the effect of social media, namely Blogs, on the vocabulary acquisition of ESL students. Learning vocabulary is a demanding and continuous endeavour [29], and students should be encouraged to pursue their vocabulary development in order to achieve the lofty objective. Because vocabulary is such an important component of learning a second language such as English, it is vital for ESL students to acquire vocabulary. The findings of this research demonstrate that Blogs may be a powerful tool for motivating children to acquire English vocabulary. Blogs, as a tool with a multitude of activities and tasks in the teaching-learning process, may help ESL learners increase the quantity and quality of their vocabulary and therefore enhance their overall proficiency. Teachers and students may benefit from using social media to supplement their learning and interact more effectively. Students may engage in the learning process by having a non-threatening environment on Blogs at any time and from any location. Furthermore, the findings of the research indicate that learning experiences are not restricted to traditional classroom settings for the purpose of acquiring information. The research has the potential to assist learners by allowing them to expand their vocabulary via the use of Blogs. The findings of the research showed that using social media to learn vocabulary may help learners get a better understanding of the words they are learning. This information may also be useful for ESL instructors as well as curriculum planners who could include these challenges in their course requirements at any level of education, according to the results of the research. Teachers may also use Blogs to help their students enhance their language understanding while in the teaching-learning setting, as previously stated Fig. 1, Fig. 2, Table 1.
Fig. 1.
Method of the study.
Fig. 2.
Graphical representation of participants’ responses on the influence of Blogs on vocabulary development.
Table 1.
Influence of Blogs on Vocabulary Development.
| S.No. | Influence of Blogs |
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| 1 | Blogs is a convenient tool for writing. |
| 2 | Non-threatening to participate in the activity |
| 3 | Being able to utilise familiar technology in class rather than having to speak in front of others is advantageous. |
| 4 | Encourage enthusiastic involvement in the vocabulary-building exercise. |
| 5 | The Blogs encourages students to pay closer attention while learning. |
| 6 | Blogs has provided me with exposure to new terminology. |
| 7 | Understand how to utilise new terms I've learned on Blogs in the right context. |
| 8 | When I am not familiar with a specific term used by another blog, I look up its definition in Google search results. |
| 9 | Blogs has assisted me in expanding my vocabulary knowledge. |
| 10 | Blogs have more chances to acquire new terminology than other types of writers. |
| 11 | Because of Blogs, I have made an attempt to increase my vocabulary. |
| 12 | Learn new vocabulary from the postings and comments on this site. |
| 13 | When interacting with people, make use of the vocabulary you've learned via Blogs. |
| 14 | I like studying vocabulary on Blogs rather than in a traditional classroom setting. |
Pedagogical Implications
In terms of pedagogical implications, we may infer that the Blogs can have an impact on ESL learners' vocabulary understanding if it is built in a social constructivist manner, as shown in this study. Because of this, it is suggested that students learn vocabulary through the use of social media, namely Blogs, as a helpful educational tool.
Limitations of the study
The current study was restricted to a certain age range, as well as to a specific research technique and design, among other constraints. Furthermore, it was limited to just looking at Blogs and vocabulary growth as a concern.
Scope for further study
Future studies should use a variety of social media and cultural platforms, as well as various age groups and methods, and also distinct research viewpoints.
Ethics statements
Consent was obtained from participants through Social Media platforms and the data has been fully anonymized
CRediT authorship contribution statement
Aravind B R: Conceptualization, Methodology, Writing – original draft. Bhuvaneswari G: Validation, Data curation, Supervision, Writing – review & editing.
Declaration of Competing Interest
The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
Acknowledgments
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Data availability
Data will be made available on request.
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Data Availability Statement
Data will be made available on request.