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Foreign language teachers' interactions with their students on Facebook

机译：外语教师在Facebook上与学生的互动

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摘要

It is evident that teachers' and students' perceptions of interactions on Facebook directly relate to the utilization of Facebook regarding not only an interactional tool but also a learning and teaching environment. However, not many studies appeared on English as a foreign language (EFL) teachers' interactions with their students on Facebook, specifically in the Turkish EFL context. This descriptive research aims to examine the level of EFL teachers' interactions with their students on the social networking service, Facebook, along with the differences between certain variables and the utilization of Facebook as an interactional tool. The sample group consists of 146 EFL teachers who work at public schools in Turkey. A background questionnaire and a survey which contained 46 items to investigate the level of teachers' interactions on Facebook and their perceptions of their students were administered to the sample group. The frequencies, mean scores and standard deviations were calculated. To analyze the relationship between certain variables and survey items, t-test and ANOVA were used. The results indicated that teachers preferred passive behaviors when interacting with their students on Facebook. Furthermore, they had the perception that their students preferred passive behaviors while interacting on Facebook as well. In addition, the findings showed that their interaction levels significantly differed in accordance with gender, school types, graduate degrees, and time spent on Facebook which consequently affected some items in the survey. The study suggests that EFL teachers should create a positive environment for interaction on Facebook to support their learners' personal and academic development.
机译：很明显，教师和学生对Facebook上的互动的看法直接涉及Facebook的利用，而不仅仅是一种互动工具，还与学习和教学环境相提并论。然而，没有许多研究作为一种外语（EFL）教师在Facebook上与学生的互动，特别是在土耳其EFL背景下。这种描述性研究旨在将EFL教师与学生在社交网络服务，Facebook的互动的互动水平以及某些变量与Facebook的利用之间的差异作为互动工具。样本组由146名EFL教师组成，在土耳其公立学校工作。背景调查问卷和调查包含46项，以调查Facebook上的教师互动水平，并管理对样本组的学生的看法。计算频率，平均分数和标准偏差。分析某些变量和调查项目之间的关系，使用T检验和ANOVA。结果表明，在与他们的学生在Facebook中互动时，教师首选被动行为。此外，他们认为他们的学生在Facebook上互动时首选被动行为的看法。此外，调查结果表明，它们的互动水平根据性别，学校类型，毕业学位和在Facebook上花费的时间显着不同，因此影响了调查中的一些物品。该研究表明，EFL教师应该在Facebook上互动的积极环境，以支持他们的学习者的个人和学术发展。

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