Social Learning Network as a Second Language Acquisition Tool for Adult English Language Learners

The purpose of this study was to examine the relationship between Adult ELLs' perceived ease of use and usefulness of Edmodo and their intent to use the social learning network for language learning. The study also sought to examine how the Adult ELLs' perceptions of the ease of use and us...

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Bibliographic Details
Published inInternational journal of multidisciplinary perspectives on higher education Vol. 2; no. 1; pp. 46 - 62
Main Authors Kim, Kioh, Taylor, Michael
Format Journal Article
LanguageEnglish
Published International Journal of Multidisciplinary Perspectives in Higher Education 2017
Subjects
Adult Students
Anxiety
Educational Technology
English Language Learners
Hispanic Americans
Intention
Second Language Learning
Social Networks
Spanish Speaking
Student Attitudes
Student Placement
Technical Support
Time Management
Usability
Web 2.0 Technologies
Arkansas
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Summary:The purpose of this study was to examine the relationship between Adult ELLs' perceived ease of use and usefulness of Edmodo and their intent to use the social learning network for language learning. The study also sought to examine how the Adult ELLs' perceptions of the ease of use and usefulness of Edmodo related to their language acquisition. The participants in this study consisted of 13 Hispanic adults who spoke Spanish as their primary language. Bivariate correlations were conducted to assess all relationships. The results revealed a correlation between many of the variables used to measure their perceived ease of use of Edmodo and their perceived usefulness of Edmodo and their intent to use Edmodo for language learning. A nonlinear relationship was detected for their past experiences with SNSs and their intent to use Edmodo and actual usage. Results also revealed a need to evaluate Adult ELLs' willingness to continue using Edmodo based on three variables: the amount of pre-service and ongoing technology support that is received, the placement of the ELLs with those of similar ELP background and their perception of the time commitment for the course.
ISSN:2474-2546