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Journal Issue
Volume 13 Issue 4, ECEL 2014 / Apr 2015  pp205‑315

Editor: Kim Long

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EJEL Editorial  pp205‑206

Kim Long

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Assessment in Massive Open Online Courses  pp207‑216

Wilfried Admiraal, Bart Huisman, Olga Pilli

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Affordances of Educational Learning Technologies in Higher Education Multicultural Environments Multicultural Learning Environments  pp217‑227

Edilson Arenas

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Online formative assessment in higher education: Its pros and cons  pp228‑236

Zwelijongile Gaylard Baleni

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It Takes a Community to Develop a Teacher: Testing a New Teacher Education Model for Promoting ICT in Classroom Teaching Practices in Chile  pp237‑249

Paula Charbonneau-Gowdy

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Adding Value: Open Online Learning and the MBA  pp250‑259

Rachel Fitzgerald, Maggie Anderson, Ross Thompson

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Developing confidence in the use of digital tools in teaching  pp260‑267

Dr Sue Greener, Craig Wakefield

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The Scoring of Matching Questions Tests: A Closer Look  pp268‑276

Antonín Jančařík, Yvona Kostelecká

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The Effectiveness of E‑Learning: An Explorative and Integrative Review of the Definitions, Methodologies and Factors that Promote e‑Learning Effectiveness  pp277‑289

Signe Schack Noesgaard, Rikke Ørngreen

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Evaluation as a Powerful Practices in Digital Learning Processes  pp290‑300

Birgitte Holm Sørensen, Karin Tweddell Levinsen

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Reflections of Students language Usage in Social Networking Sites: Making or Marring Academic English  pp301‑315

Saraswathy Thurairaj, Er Pek Hoon, Swagata Sinha Roy, Pok Wei Fong

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Abstract

Abstract : Social networking sites (SNSs) have become a major form of communication in todays day and age whereby language use has been impacted in various areas especially in that of learning and teaching. Young users use literally half their week eng aging in SNSs communication, thereby giving rise to a brand of internet slang which is entirely their own. This youth‑speak has gone on to influence other areas of language usage. The questions asked in the survey increased the identification of the lingu istic features such as the frequency of code switching and erratic spelling and leet, thus expanding the research base. The survey participants, the majority of who are from the Chinese ethnic group had experienced mother tongue interference in their Engl ish Language proficiency. The descriptive statistical method was used to analyse the questionnaires, wherein the data collected indicated a rather excessive usage of short messaging texts by almost all respondents owning a mobile device. To authenticate t he research findings, an analysis of the text discourses was found to be necessary. The findings proved that the frequent use of short messaging had not majorly affected the English language proficiency of the participants. In academic writing there was a conscious effort to stay clear of SNSs language. The mushrooming SNSs has helped create a whole young generation who have their own meta‑language, which provides an opportunity to probe to what extent the English language is altered. This research shoul d kick‑start research on how the English language in these areas is used and whether the frequent use of it can develop or weaken proficiency in the language. The results of the present study will definitely enrich the corpus of work conducted on the infl uence of language of social media and encourage further detailed research in this area. 

 

Keywords: Keywords: students language usage, linguistic features, mobile phone, technology uses in education, e-learning, academic writing, classroom environment and social networking sites

 

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