Aproximación al uso de Facebook para mejorar la escritura académica en inglés y adquirir competencias sociales con alumnado universitario

Referencias bibliográficas

• Adi Kasuma, S. A. (2017). Four characteristics of Facebook activities for English language learning: A study of Malaysian university students’ needs and preferences. Advances in Language and Literary Studies, 8(3), 155-171. http://doi.org/10.7575/aiac.alls.v.8n.3p.155
• Ahmadi, M. R. (2018). The use of technology in English Language Learning: A Literature Review. International Journal of Research in English Education, 3(2), 115-125.
• Ainin, S., Naqshbandi, M. M., Moghavvemi, S. y Jaafar, N. I. (2015). Facebook usage, socialization and academic performance. Computers y Education, 83, 64-73.
• Alnujaidi, S. (2017). Social Network Sites Effectiveness from EFL Students’ Viewpoints. English Language Teaching, 10(1), 39-49.
• Alsaied, H. I. K. (2017). Perceived Effectiveness of Social Media as an English Language Learning Tool. Arab World English Journal, 8(1), 79-93. http://doi.org/10.24093/awej/vol8no1.7
• Andujar, A., y Salaberri-Ramiro, M. S. (2019). Exploring chat-based communication in the EFL class: Computer and mobile environments. Computer Assisted Language Learning, 1–28.
• Annamalai, N. (2016). Exploring the writing approaches in the Facebook environment. Teaching English with Technology, 16(1), 71–87.
• Arifah, A. (2014). Study on the use of technology in ELT classroom: Teachers’ perspective. Tesis de Máster no publicada, Departamento de Inglés y Humanidades, BRAC University, Dhaka, Bangladesh.
• Aubry, J. (2013). Facebook Induced Motivation Shifts in a French Online Course. TechTrends, 57(6), 81-87.
• Çakmak, F. (2019a). Mobile learning and mobile assisted language learning in focus. Language and Technology, 1(1), 30-48.
• Cakmak, F. (2019b). Social networking and language learning: Use of Instagram (IG) for evaluating oral communication skill. En A. Andujar (Ed.), Recent tools for computerand mobile-assisted foreign language learning (pp. 103–131). IGI Global.
• Cela-Ranilla, J. M., Esteve-González, V., Esteve-Mon, F., González-Martínez, J., y Gisbert-Cervera, M. (2017). El docente en la sociedad digital: Una propuesta basada en la pedagogía transformativa y en la tecnología avanzada. Profesorado, Revista de Curriculum y Formacion del Profesorado, 21(1), 403-422.
• Chen Hsieh, J. S., Wu, W. C. V., y Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1–21.
• Chugh, R. y Ruhi, U. (2018). Social media in higher education: A literatura review of Facebook. Education and Information Technologies, 23, 605–616. http://doi.org/10.1007/s10639-017-9621-2
• Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Cambridge University Press.
• Cózar-Gutiérrez, R. y Sáez-López, J. M. (2016). Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu. International Journal of Educational Technology in Higher Education, 13(2), 1-11. http://doi.org/10.1186/s41239-016-0003-4
• Daher, W. M. (2014). Students' adoption of social networks as environments for learning and teaching: The Case of the Facebook. International Journal of Emerging Technologies in Learning, 9(8), 16-24.
• David, N., y Akcaoglu, M. (2014). Internet and Higher Education “I see smart people!”: Using Facebook to supplement cognitive and affective learning in the university mass lecture. The Internet and Higher Education, 23, 1–8. http://doi.org/10.1016/j.iheduc.2014.05.003
• Dweikat, K. (2016) Impact of using Facebook on improving English communication skills The case of implementing the English language course as a model at Al-Quds Open University. An Najah Univ. J. Res. (Humanities), 30(11), 2287-2318.
• Ellison, N. B., Steinfield, C., y Lampe, C. (2011). Connection strategies: Social capital implications of Facebook-enabled communication practices. New Media y Society, 13(6), 873–892.
• Fernández-Ferrer, M., y Cano, E. (2019). Experiencias de retroacción para mejorar la evaluación continuada: El uso de Twitter como tecnología emergente. Educar, 55(2), 437-455. http://doi.org/10.5565/rev/educar.872
• Gallardo-López, J.A., y López-Noguero, F. (2020). Twitter como recurso metodológico en Educación Superior: Una experiencia educativa con estudiantes de Trabajo Social. Alteridad. Revista de Educación, 15(2), 174-189. http://doi.org/ 10.17163/alt.v15n2.2020.03
• Gettman, H. J., y Cortijo, V. (2015). “Leave me and my Facebook alone!” Understanding college students’ relationship with Facebook and its use for academic purposes. International Journal for the Scholarship of Teaching and Learning, 9(1), 1–16.
• Hewings, M. (2013). Advanced Grammar in Use. Cambridge University Press.
• Hutchens, J. S. y Hayes, T. (2014). Examining Facebook usage as misbehavior on perceived teacher credibility. Education and Information Technologies, 19(1), 5-20.
• Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96.
• Ibrahim, M. (2013). The Effect of Using Facebook on Improving Students' Writing Skills in English. Tesis de Máster no publicada, AnNajah National University, Nablus, Palestina.
• Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers y Education, 58, 162-171.
• Kabilan, M. K., Ahmad, N., y Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, 13(4), 179-187. http://doi.org/10.1016/j.iheduc.2010.07.003
• Kukulska-Hulme, A., y Viberg, O. (2018). Mobile collaborative language learning: state of the art. British Journal of Educational Technology, 49(2), 207-218. http://doi.org/10.1016/j.iheduc.2014.05.003
• Law, K. M., Geng, S., y Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers y Education, 136, 1–12.
• Li, K.-H., Lou, S.-J. Tseng, K.H. y Huang, H. C. (2013). A Preliminary Study on the Facebook-Based Learning Platform Integrated with Blended Learning Model and Flip Learning for Online Classroom Learning. Lecture Notes in Computer Science, 8167, 172-183.
• Lin, C. H., Warschauer, M., y Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning y Technology, 20(1), 124–147. http://doi.org/10125/44449
• Lomicka, L., y Lord, G. (2016). Social networking and language learning. In F. Farr, y L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 255–268). Routledge.
• Majid, A., Stapa, S., y Keong, Y. (2015). Blended scaffolding strategies through Facebook for learning and improving the writing process and writing performance. E-BANGI, 10(1), 31-39.
• Manca, S., y Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers and Education, 95, 216-230. http://doi.org/10.1016/j.compedu.2016.01.012
• Mariappan, L., Abu, A. G. B., y Omar, A. B. (2017). Facebooking for a more lively interaction in literature classroom. Creative Education, 8, 749-763. http://doi.org/10.4236/ce.2017.85056
• Marín-Díaz, V., y Cabero-Almenara, J. (2019). Las redes sociales en educación: Desde la innovación a la investigación educativa. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 25-33.
• Martín del Campo Fernández-Paniagua, A. (2020). Las Redes Sociales más utilizadas: cifras y estadísticas. https://www.iebschool.com/blog/medios-sociales-mas-utilizadas-redes-sociales/
• Martín-Monje, E., Castrillo, M. D., y Mañana-Rodríguez, J. (2018). Understanding online interaction in language MOOCs through learning analytics. Computer Assisted Language Learning, 31(3), 251-272.
• Mazer, J.P., R.E. Murphy y C.J. Simonds (2007). I’ll see you on Facebook: The effects of computermediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17.
• Melor, Y., y Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: Students’ perceptions. International Journal of Education and Information Technologies, 6(1), 87-96.
• Miller, R.E. (2020). College students and inappropriate social media posting: Is it a question of personality or the influence of friends? Personality and Individual Differences, 158, 109857. http://doi.org/10.1016/j.paid.2020.109857
• Newberry, C. (2020). 33 estadísticas de Facebook que todo mercadólogo debe conocer en 2020. Disponible en: https://blog.hootsuite.com/es/estadisticas-de-facebook/
• Pourhossein, A. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106. http://doi.org/10.5539/ijel.v7n5p95
• Ru-Chu, S. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating “Facebook” and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.
• Ruiz, M. y Fachinetti, V. (2018). Los estudiantes, los sentidos de la formación universitaria. Twitter como recurso metodológico en Educación Superior: Una experiencia educativa con estudiantes de Trabajo Social. InterCambios. Dilemas y transiciones de la Educacion Superior, 5(1), 60-69.
• Rwodzi, C., De Jager, L. y Mpofu, N. (2020). The innovative use of social media for teaching English as a second language. The Journal for Transdisciplinary Research in Southern Africa, 16(1), 702-708. http://doi.org/10.4102/td.v16i1.702
• Seaman, J., y Tinti-Kane, H. (2013). Social media for teaching and learning. Pearson Learning Systems.
• Shih, R.C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.
• Shraim, K. (2014). Pedagogical innovation within Facebook: A case study in tertiary education in Palestine. International Journal of Emerging Technologies in Learning (iJET), 9(8), 25-44.
• Solmaz, O. (2018). A critical review of research on social networking sites in language teaching and learning. Contemporary Educational Technology, 9(3), 315-330.
• Torgeson, K. (2006). Facebook stirs uproar over online privacy. The Johns-Hopkins Newsletter 9/21. http://media.www.jhunewsletter.com
• Vahdat, S., Gooniband Shooshtari, Z. y Mazareian, F. (2020). The impact of the Telegram on learning of collocational knowledge among Iranian EFL high school students, Applied Linguisics Research Journal, 2(3), 37–51.
• Vikneswaran, T., y Krish, P. (2014). Utilising social networking sites to improve writing: a case study with Chinese students in Malaysia. Technology, Pedagogy and Education, 25(3), 287-300.
• Vural, O. F. (2015). Positive and negative aspects of using social networks in higher education: A focus group study. Educational Research and Reviews, 10(8), 1147-1166. http://doi.org/10.5897/err2015.21.3.44
• We are social y Hootsuite (2020). Digital 2020: Global Digital Overview. https://datareportal.com/reports/digital2020-global-digital-overview