Abstract
The microblogging platform Twitter was used for EFL students in three freshman English communication skills classes, three writing classes, two seminar classes and a presentation class at Tokyo Woman’s Christian University for the 2012 academic year. It was employed not only as a communication tool for the teacher to directly interact with students and manage her courses, but also for student-to-student English language communicative writing practice outside the classroom. Students used the platform over two semesters and were instructed to “follow” each other and the teacher and to “tweet” regularly only in English about their choice of topics. They were told that their participation on this social networking system would directly affect their participation grade, that they would be evaluated on the frequency of their tweets rather than their quality, and that their Twitter accounts would only be viewed at the end of each term. The quantity of student Twitter usage was correlated with final course grades in the fall term to see if there was any relation. Students were also surveyed regarding their participation on Twitter and their perceptions of the platform as a learning tool in hopes of determining if continued use in future classes would be beneficial.
Author Information
Cathrine-Mette Mork, Tokyo Woman's Christian University, Japan
Paper Information
Conference: ACTC2013
Stream: Technology in the Classroom
This paper is part of the ACTC2013 Conference Proceedings (View)
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To cite this article:
Mork C. (2013) Student Directed Twitter Usage in Japanese University EFL Courses ISSN: 2186-4705 – The Asian Conference on Technology in the Classroom 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-4705.20130194
To link to this article: https://doi.org/10.22492/2186-4705.20130194
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