1. Social Networking Sites in the English as a Foreign Language Education Process Potential Benefits and Drawbacks for Higher Education Settings Mgr. Juraj Datko KEGA 055UKF-4/2016 UKF: UGA V/3/2016

2. Social networks  IN THE PAST: Social relationships (and also simple and intimate social structures arising from such relations) that occur among persons and groups.  NOWADAYS: Computer-based networks that present a virtual community formed by a group of individuals with a shared interest. Online means of communicating user-generated content characterized by medium social presence.

3. Some of the arguments for utilizing SNSs in higher education EFL teaching and learning I.changes in the nature of students → highly connected, collective and creative II.emergence of user-driven education III.the view of learning as being conversational and collaborative in nature (social constructivism) → dialogues, discussions, shared activity, collaboration, active participation, interaction, etc. IV.learning as not a solely individual experience, but as a process based on creating connections (connectivism) V.the view of learning as being set in a participatory social context and physical environment (Situated Learning Theory) → learning from interactions, sharing and creating resources and practices, opportunities for personal, professional and/or intellectual growth

4. Research methodology  AIM: to summarize the potential advantages and problems of using SNSs in higher education EFL teaching and learning  METHOD: meta-analysis that focuses on the findings of the selected research articles (although we also describe briefly the research aims and samples)  RESEARCH MATERIAL: 19 research articles that deal with the topic of SNSs in higher education EFL teaching and learning a)published between 2009 and 2014 in sixteen scientific journals (focused on EFL education, computer assisted learning, education technology, or social and behavioral sciences) b)acquired via Google Scholar, Science Direct, Wiley, ProQuest, and ERIC c)research based on subjective data (views, perceptions, opinions, impressions, or attitudes) as reconstructed in questionnaires or interviews

5. Potential benefits and drawbacks of using SNSs in higher education EFL teaching and learning Benefits improvement of students’ ability to organize ideas and thoughts from various sources in English potentially increased student motivation potentially more positive attitude towards the English language potentially “pressure-free” environment for communication in English ability to foster autonomous / active EFL learning availability outside the English classroom allowance of multimedia a suitable environment in which to acquire EFL reading skills benefits for developing EFL writing (vocabulary development, overcoming spelling mistakes, or motivational aspect of the audience) Drawbacks lack of methodological knowledge and skills on the teacher side to successfully utilize SNSs in EFL education students’ uncertainty about improvements in their EFL performance potential for deviant uses of English potentially little or no impact on EFL students’ motivation the aspect of distraction difficulties with following group postings (due to hectic daily or upcoming examinations) technical difficulties (slow Internet connection or electricity cut-offs)

6. Conclusions 1.SNSs can facilitate S-S and T-S communication (beyond the classroom limits). 2.However, the unavailability of communication rules can create space for deviances in the use of the target language. 3.A learning environment created on a social network (such as a closed Facebook group with a limited number of members) is a pressure-free and secure place for communication in English. 4.The time/space-independent nature of SNSs implies a potential for extending the EFL instruction outside the language classroom. This extended exposure to English can consequently lead to improvements in students’ EFL performance. 5.A Facebook group can increase student involvement in EFL study activities. 6.However, if students are in the middle of a hectic period or an exam is imminent, they can have problems with following daily postings in the course Facebook group. 7.In the case of a Facebook study group, mostly the novelty aspect and audience seem to have motivational effects on EFL students. 8.However, some researchers concluded that using Facebook is not visibly motivating.

7. 9.A Facebook EFL learning environment can have positive influence on students’ reading skills, writing skills (assistance in vocabulary development or overcoming spelling mistakes), or ability to organize ideas from multiple sources in English. 10.However, some students reported uncertainty about improvements in their EFL performance. 11.Using Facebook in EFL education can promote students’ active involvement in EFL writing activities and enables students to study on their own, test their language skills outside the classroom, and revise their own and peer-generated content. 12.Facebook allows using multimedia, sources that can enhance foreign language learning via enabling mixed modes of instruction and processing. 13.However, as with any e-learning environment, EFL teachers and students might face technical problems such as lack of e-devices, slow Internet connection, or electricity cut-offs. 14.Facebook can consume the time that could be otherwise spent on dealing with academic matters and distract EFL students from learning. 15.EFL instructors are not equipped with the pedagogical know-how necessary for a successful implementation of SNSs into the EFL education process.

8. Thank you for your attention!