Pre-service Language Teachers’ Use of Social Networking Sites for Language Learning: A Quantitative Investigation

This study examined pre-service language teachers’ attitudes towards social networking site (SNS) use for language learning, their SNS practices for improving their target languages, and the relationship between them. 279 English and German language teacher candidates participated in the surveys designed for the present study. The statistical analyses of the data revealed that pre-service language teachers had positive perceptions towards SNS use for the purpose of language development and they took advantage of SNSs to improve their target languages. It was also found that variables such as participants’ departments, years of study, and self-reported SNS literacies significantly affected their attitudes towards SNS use and their SNS practices. Finally, the quantitative data obtained confirmed a significant correlation between teacher candidates’ attitudes and their SNS practices for language learning in general and for particular skills. The results are discussed within the context of relevant scholarship, and the study is concluded with recommendations for future research.


Acarlı, D. S., & Sağlam, Y. (2015). Investigation of pre-service teachers’ intentions to use of social media in teaching activities within the framework of technology acceptance model. Procedia - Social and Behavioral Sciences, 176, 709-713.

Akgün, İ. H. (2016). Investigation of social studies teachers' intended uses of social networks in terms of various variables. Educational Research and Reviews, 11(2), 67-77.

Ayan, E., & Seferoğlu, S. S. (2017). Using EtherPad for online collaborative writing activities and learners with different language learning strategies. Eurasian Journal of Applied Linguistics, 3(2), 205-233.

Bağcı, H., & Atar, C. (2018). Pre-service English teachers’ acceptance and use of social networks for teaching purposes. Journal of Theoretical Educational Science, UBEK-2018, 189-203.

Balbay, S., & Kilis, S. (2017). Students' Perceptions of the use of a YouTube channel specifically designed for an Academic Speaking Skills Course. Eurasian Journal of Applied Linguistics, 3(2), 235-251.

Balçıkanlı, C. (2015). Prospective English language teachers’ experiences in Facebook: Adoption, use and educational use in Turkish context. International Journal of Education and Development using Information and Communication Technology, 11(3), 82-99.

Başöz, T. (2016). Pre-service EFL teachers’ attitudes towards language learning through social media. Procedia - Social and Behavioral Sciences, 232, 430-438.

Blattner, G., & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning. ALSIC 15(1). Retrieved from

Carpenter, J. P. (2015). Pre-service teachers' micro-blogging: Professional development via Twitter. Contemporary Issues in Technology and Teacher Education, 15(2), 209-234.

Carpenter, J., Tur, G., & Marín, V. I. (2016). What do U.S. and Spanish pre-service teachers think about educational and professional use of Twitter? A comparative study. Teaching and Teacher Education, 60, 131-143.

Chen, H. (2013). Identity practices of multilingual writers in social networking spaces. Language Learning & Technology, 17(2), 143-170.

Conole, G., & Alevizou, G. (2010). Literature Review: The Use of Web 2.0 in Higher Education: A report commissioned by the Higher Education Academy. Milton Keynes: The Open University.

Çakır, A., & Atmaca, Ç. (2015). Pre-service teacher perceptions about the use of Facebook in English language teaching. Digital Culture & Education, 7(2), 110-130.

Danner, R. B., & Oufani, F. N. (2018). Pre-service English language teachers' use of social network sites: implication for higher education. UNESWA Journal of Education, 1(1), 73- 87.

Dimitroff, A., & Dimitroff, A. (2018). New Beginnings: Trials and triumphs of newly hired teachers. Eurasian Journal of Applied Linguistics, 4(2), 135-153.

Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249-1258.

Fouz-González, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631-663.

García-Martín, J., & García-Sánchez, J. (2017). Pre-service teachers' perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54-67.

Hattem, D. (2014). Microblogging activities: Language play and tool transformation. Language Learning & Technology, 18(2), 151-174.

Kearney, M., & Maher, D. (2019). Mobile learning in pre-service teacher education: Examining the use of professional learning networks. Australasian Journal of Educational Technology, 35(1), 135-148.

Klimanova, L., & Dembovskaya, S. (2013). L2 Identity, Discourse, and Social Networking in Russian. Language Learning & Technology, 17(1), 69-88.

Krutka, D. G., Nowell, S., & Whitlock, A. M. (2017). Towards a Social Media Pedagogy: Successes and Shortcomings in Educative Uses of Twitter with Teacher Candidates. Journal of Technology and Teacher Education, 25(2), 215-240.

Lamri, C. E., & Hamzaoui, H. (2018). Developing ELP students’ reading skills through a blended approach. Eurasian Journal of Applied Linguistics, 4(2), 389-407.

Lesnov, R. O. (2017). Using videos in ESL listening achievement tests: Effects on difficulty. Eurasian Journal of Applied Linguistics, 3(1), 67-91.

Liu, S. H. (2017). Text-based negotiated interaction of NNS-NNS and NNS-NS dyads on Facebook. ReCALL, 29(3), 294-312.

Lomicka, L., & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners. System, 40, 48-63.

Lomicka, L., & Lord, G. (2016). Social Networking and Language Learning. In F. Fiona and L. Murray (Eds.), The Routledge Handbook of Language Learning and Technology (pp. 255- 268). London; New York, NY: Routledge.

Luo, T., Sickel, J., & Cheng, L. (2017). Preservice Teachers’ Participation and Perceptions of Twitter Live Chats as Personal Learning Networks. TechTrends, 61, 226-235.

Okumuş, K., & Yurdakal, İ.H. (2016). Peer feedback through SNSs (Social Networking Sites): Pre-Service teachers’ views about using Facebook for peer feedback on microteachings. Elementary Education Online, 15(4), 1206-1216.

Özdemir, E. (2017). Promoting EFL Learners’ intercultural communication effectiveness: A focus on Facebook. Computer Assisted Language Learning, 30(6), 510-528.

Plonsky, L., & Oswald, F. L. (2014). How big is big? Interpreting effect sizes in L2 research. Language Learning, 64, 878-912.

Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1-39.

Reinhardt, J., & Ryu, J. (2013). Using social network-mediated bridging activities to develop socio-pragmatic awareness in elementary Korean. International Journal of ComputerAssisted Language Learning and Teaching, 3(3), 18-33.

Solmaz, O. (2016). #Beyond140: Helping pre-service teachers construct a community of inquiry on Twitter. TOJET: The Turkish Online Journal of Educational Technology, 15(4), 1-15.

Solmaz, O. (2017). Autonomous language learning on Twitter: Performing affiliation with target language users through #hashtags. Journal of Language and Linguistic Studies, 13(2), 204-220.

Solmaz, O. (2018). A critical review of research on social networking sites in language teaching and learning. Contemporary Educational Technology, 9(3), 315-330.

Şendurur, P., Şendurur E., & Yılmaz, R. (2015). Examination of the social network sites usage patterns of pre-service teachers. Computers in Human Behavior, 51, 188-194.

Zourou, K. (2012). On the attractiveness of social media for language learning: A look at the state of the art. ALSIC, 15(1). Retrieved from

Kaynak Göster