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“I’m here in the small village and, at the time, I’m a part of the whole world”. The impact of using social networks and video conferencing service to support communicative English language teaching in Ingushetia, Russia

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Albakova, Milana (2023) “I’m here in the small village and, at the time, I’m a part of the whole world”. The impact of using social networks and video conferencing service to support communicative English language teaching in Ingushetia, Russia. PhD thesis, University of Gloucestershire. doi:10.46289/8K26BB23

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14630 Albakova, M. (2024) I’M HERE IN THE SMALL VILLAGE AND, AT THE SAME TIME, I’M A PART OF THE WHOLE WORLD - Final copy.pdf - Accepted Version
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Official URL: https://doi.org/10.46289/8K26BB23

Abstract

This study conducted in Ingushetia uses mixed methods to examine the influence of video conferencing platforms (VCs) and social networks (SNs) on the acquisition of English as a Foreign Language (EFL) among Year-10 students. The study aims to compare how students and teachers perceive these digital tools in contrast to traditional language learning methods. The research involved a survey of 165 students to understand what digital tools, video conferencing platforms (VCs) and social networks (SNs) they use in language learning. Additionally, a more focused study comprised 30 students, divided equally into focus and control groups, to examine in-depth the impact of these digital tools on language acquisition, engagement, and motivation. Focusing on both student and teacher perspectives, the research scrutinizes the comparative effectiveness of these digital tools against traditional teaching methods. It evaluates the contribution of VCs and SNs to students' language development and gauges their perceived educational value as opined by teachers. A significant component of the study also involves analysing the practical application of Communicative Language Teaching (CLT) strategies, particularly emphasizing the influence of real-time interactions with native-speaking language coaches on the students' learning experience. Utilising a mixed-method approach, the study combines questionnaires and semi-structured interviews to gather comprehensive data from students and teachers. The findings reveal notable improvements in students’ language skills across all areas, including writing, reading, listening, and speaking, as well as increased motivation. A significant outcome is the emphasis students place on the value of personal relationships with language coaches, underscoring the role of interaction in language learning. The effectiveness of online interactions in enhancing language proficiency and motivation is evident, with implications suggesting a broader application in global language education. The results advocate for pedagogical reforms, stressing the importance of professional development in digital tools usage for more dynamic and ii engaging English language teaching. This study contributes to the evolving landscape of language education, highlighting the potential for integrating online learning into traditional teaching methodologies. Keywords: novelty, online learning, socio-cultural theory, communicative language teaching, motivation, language acquisition.

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Thesis (PhD)

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