Social Medias, Zoom and Microsoft Teams: the New Technologies in French Language Classrooms in the Jordanian Context during the Covid-19

Ahmad  Mousa

doi:10.35516/hum.v49i5.3486

Authors

Ahmad Mousa University of Petra, Amman, Jordan

DOI:

https://doi.org/10.35516/hum.v49i5.3486

Keywords:

Facebook, Information and Communication Technologies in Education, Microsoft Teams, Social Networks, Zoom

Abstract

The Covid-19 has had a significant impact on teaching/learning processes around the world. As a result, education practitioners in Jordan and elsewhere have had to adapt quickly and switch to distance education: social media, including Facebook, Zoom, and Microsoft Teams. Social networks play an indispensable role in teaching/learning French as a Foreign Language, while providing a wide range of authentic materials. They make it easy for students to interact and provide the opportunity to discover online tools to develop their skills. Internet and all other forms of computer-mediated communication help learners to accelerate their acquisition, while being up-to-date and independent. However, as a result of our feedback from the field, it turned out that Zoom and Microsoft Teams play an important role in all kinds of interactions between teacher and students and between students themselves. These two applications allow a live interaction; as the classroom is virtual, participants will have the ability to exchange ideas in a synchronous manner. It is possible to create groups for each given course. In this article, we will try to highlight the positive aspects of using social networks, especially Facebook, to improve the skills of our learners in the French language department at the University of Petra. Then, the use of Zoom will be analyzed. Finally, and based on a theoretical and practical analysis of a group created in Microsoft Teams, the latter will be studied in order to show the positive aspects of any insertion of such an application in the Jordanian context.

Downloads

Download data is not yet available.

References

Abidin, M. J. Z., Ahmad, N., & Kabilan, M. K. (2010). “Facebook: An online environment for learning of English in institutions of higher education”. Internet and Higher Education 13 :179–187.

Albernhe-Giordan, H., & Charnet, C. (2005). “Quand les enseignants rencontrent le numérique : innovation imposée ou attendue ? Le cas de l’ENT dans le déploiement de l’Université numérique en Région Languedoc-Roussillon”. Rapport de recherche - ENTICE.

Albero, B., Kaiser, A. (2009). “Attitudes et préférences des usagers face à la formation ouverte et à distance”. Distances et savoirs 7 :31-37.

Annoot, E. (2007). “Recomposition des rôles dans les métiers du supérieur Enseignants chercheurs et nouvelle société du savoir ou la place des formations à distance et des pratiques de tutorat dans l’enseignement supérieur à l’université”. Rapport final / programme de recherche CPER 2006-2007, IRSHS :11-18.

Beauvois, M. H. (1998). “Conversations in slow motion: Computer-mediated communication in the foreign language classroom”. The Canadian Modern Language Review 54:198–217.

Bellan, Rebecca (2020). “What You Need to Know about Using Zoom”. Forbes. URL : https://www.forbes.com/sites/rebeccabellan/2020/03/24/what-you-needto-know-about-using-zoom/#439e80df3284 [30/07/2020].

Ben Abid-Zarrouk, S. (2011). “Une analyse de l’équité d’un enseignement en ligne”. Distances et savoirs 9 :97-129.

Biagini, C. (2012). L’emprise numérique – Comment Internet les nouvelles technologies ont colonisé nos vies. Editions: l’Echappée.

Blake, R (1998). “The role of technology in second language learning” in H. Byrnes (ed.), Learning foreign and second languages: Perspectives in research and scholarship, 209-237. New York: Modern Language Association.

Blattner, G., & Fiori, M. (2009). “Facebook in the language classroom: Promises and possibilities. Instructional Technology and Distance Learning”. ITDL 6:17−28.

Carmean, C., & Haefner, J. (2002). “Mind over matter: Transforming course management systems into effective learning environments”. EDUCAUSE Review 37: 27-37.

Chen, Y. J., & Yang, S. C. (2007). “Technology-enhanced language learning: A case study”. Computers in Human Behavior 23:860–879.

Christensson, P. (2019). “Bot Definition”. URL: https://techterms.com/definition/bot [01/08/2020].

Depew, K. E. (2011). “Social media at academia’s periphery: Studying multilingual developmental writers’ Facebook composing strategies”. Reading Matrix : An International Online Journal 11 :54–75

Godwin-Jones, R. (2008). “Mobile computing technologies: Lighter, faster, smarter”. Language Learning & Technology 12:3−9.

Goodfellow, R., & Lamy, M. N. (1999). “Reflective conversation in the virtual language classroom”. Language Learning and Technology 2:43–61.

Haverback, H. (2009). “Facebook: Uncharted territory in a reading education classroom”. Reading Today 1 : 21-30.

Jaillet, A. (2004). L’école à l’ère numérique : des espaces numériques pour l’éducation et l’enseignement à distance. Paris: L’Harmattan.

Janda, T. (1995). “On a role: Exploring the concept of voice and audience” in M. warschauer (ed.), Virtual Connections: Online activities and projects for networking language learners, 70-71. Honolulu, HI: University of Hawaii.

Kendle, A., & Northcote, M. (2001). “Informal online networks for learning: Making use of incidental learning through recreation” in Proceedings of The International Education Research Conference, 1-10. Fremantle: Australia.

Lee, L. (2002). “Enhancing learners’ communication skills through synchronous electronic interaction and task based instruction”. Foreign Language Annals 35: 16–24.

Liaw, M. L. (1998). “Using electronic mail for English as a foreign language instruction”. System 26: 335-351.

Lowry, M., Koneman, P., Osman-Jouchoux, R., & Wilson, B. (1994). “Electronic discussion groups”. TECH trends 39: 22-24.

Martin, F., Budhrani, K., Kumar, S. and Ritzhaupt, A. (2019). “Award-Winning Faculty Online Teaching Practices: Roles and Competencies”. URL: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1329/807 [10/08/2020].

Microsoft (2018). “Welcome to Microsoft Teams”. URL: https://docs.microsoft.com/en-us/microsoftteams/teams-overview [25/07/2020].

Mills, N. A. (2009). “Facebook and the use of social networking tools to enhance language learner motivation and engagement” in Proceedings of The Northeast Association for Language Learning Technology (NEALLT) Conference, 30-31. Yale University: New Haven, CT.

Perriault, J. (2000). Communication du savoir à distance, Paris : L'Harmattan.

Roblyer, M. D., Webb, M., & Witty, J. V. (2010). “Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites". The Internet and Higher Education 13: 134−140.

Schaffhauser, D. (2009). “Boundless opportunity”. T.H.E. Journal 36: 13–18.

Sturgeon, C. M., & Walker, C. (2009). “Faculty on Facebook: Confirm or deny?”. Proceedings of The Annual Instructional Technology Conference, 1-20. Murfreesboro: TN.

Tsai, P. (2018). “Business Chat Apps in 2018: Top Players and Adoption Plans”. URL: https://community.spiceworks.com/blog/3157-business-chat-apps-in-2018-topplayers-and-adoption-plans [25/06/2020].

Vygotsky, Lev. (1978). Mind in Society. London: Harvard University Press.

Warschauer, M. (1996). “Comparing face-to-face and electronic communication in the second language classroom”. CALICO Journal 13: 7–26.

Warschauer, M. (2000). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates.

Woo, Y., Reeves, T.C (2007). “Meaningful interaction in web-based learning: A social constructivist interpretation”. The Internet and Higher Education 10: 15-25.