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Bridging Activities: Social Media for Connecting Language Learners' in-School and Out-of-School Literacy Practices

Bridging Activities: Social Media for Connecting Language Learners' in-School and Out-of-School Literacy Practices

Ellen Yeh, Svetlana Mitric
Copyright: © 2020 |Volume: 10 |Issue: 3 |Pages: 19
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781799807575|DOI: 10.4018/IJCALLT.2020070104
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MLA

Yeh, Ellen, and Svetlana Mitric. "Bridging Activities: Social Media for Connecting Language Learners' in-School and Out-of-School Literacy Practices." IJCALLT vol.10, no.3 2020: pp.48-66. http://doi.org/10.4018/IJCALLT.2020070104

APA

Yeh, E. & Mitric, S. (2020). Bridging Activities: Social Media for Connecting Language Learners' in-School and Out-of-School Literacy Practices. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(3), 48-66. http://doi.org/10.4018/IJCALLT.2020070104

Chicago

Yeh, Ellen, and Svetlana Mitric. "Bridging Activities: Social Media for Connecting Language Learners' in-School and Out-of-School Literacy Practices," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 10, no.3: 48-66. http://doi.org/10.4018/IJCALLT.2020070104

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Abstract

This study applied pedagogically-focused project design by using Instagram as a platform to investigate how the use of social media such as Instagram in a multimodal digital storytelling model could bridge the skills English language learners (ELLs) learn in the classroom to out-of-school literacy practices. The study applied the five learning objectives of the bridging-activities framework to investigate to what extent ELLs achieve these objectives. There were forty-two participants (female: n= 22; male: n= 17), international arts and media students. The study collected their main Instagram posts, questionnaires were given with a five-point Likert scale and open-ended questions, and individual follow-up interviews for content analysis. A cross-tabulation was conducted to investigate the relationships between ELLs' Instagram use and how they perceive Instagram as a meaningful way of communication for professional purposes. The findings revealed pedagogical practices of using Instagram as a tool for professional purposes and how ELLs achieved the bridging-activities learning outcomes.

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