The Impact of Social Media for Students’ Motivation in Learning Medical Terminologies

Abstract

Learning medical terminology is not easy and it needs the students to be well-motivated. Social media such as Twitter, Blackboard and Instagram are the most feasible techniques towards enhancing EFL medical students' motivation through collaboration. This study aims at investigating the impact of social media on the students' motivation learning medical terminologies. This research aims to use social media tools as supportive means to increase students’ motivation to learn Medical Terminologies in Jazan University. It examines how the combination of Social Media enhances higher education students’ motivation to collaborate on creating creative stories by using medical terminologies. The research adopted the descriptive, analytic and empirical methods. A survey of 20 items distributed to 60 Medical students in 2015. It's analysed by (SPSS), the results reached indicate that social media has a great influence on students' motivation and better achievements. Students are active in sharing information, knowledge and responsibility for complex medical problem-solving activities and in achieving the targeted cases in collaboration. The analysis reveals that learning through social media proves to be an effective, suitable and interesting technique for students. Basing on these findings, the study recommends the application of social media in EFL classroom interaction for it creates a healthy environment which will provide ample opportunities for enabling the learners making good relations with each other. In addition, the observations were based on students’ performance in classroom and social networks. The study recommends extra curricula activities and modern technological strategies to be concerned as motivating factors.



Author Information
Ahmed Altayeb Alhaj,Jazan University,Saudi Arabia
Norah Hussain Banafi, The University of Limerick, Ireland

Paper Information
Conference: ECTC2015
Stream: e-learning and collaborative learning

This paper is part of the ECTC2015 Conference Proceedings (View)
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