ИССЛЕДОВАНИЕ МНЕНИЯ СТУДЕНТОВ ОБ ИСПОЛЬЗОВАНИИ САЙТА СОЦИАЛЬНЫХ СЕТЕЙ В КАЧЕСТВЕ ОБУЧАЮЩЕЙ ПЛАТФОРМЫ ДЛЯ УЛУЧШЕНИЯ НАВЫКОВ АКАДЕМИЧЕСКОГО ПИСЬМА

М.С. Ляшенко; О.А. Минеева; Ю.М. Борщевская; О.Н. Солуянова

16. Zeigler K., Camarota Steven A. "67.3 Million in the United States Spoke a Foreign Language at Home in 2018", Center for Immigration Studies, October 2019. Available at: https:// cis.org/Report/67.3-Million-United-States-Spoke-Foreign-Language-Home-2018

17. Official Site of the Los Angeles Police Department. Available at: http://www.lapdonline.org/training_division/content_basic_view/6382

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3. Voronov V.V. O dopolnitel'nom professionalem obrazovanii v zarubezhnyh territorial'nyh sistemah pravoohranitel'nyh organov: sociologicheskij analiz. Vlast'. 2019; № 6: 291 - 297.

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9. Official Site of New York City Police Department. Available at: https://www1.nyc.gov/site/nypd/bureaus/administrative/training-recruit.page

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11. Official Site of Memphis Police Department Training Academy. Available at: https://www.joinmpd.com/the-police-academy/academy-curriculum

12. Police departments seeking more bilingual cops. Available at: http://www.nbcnews.com/id/35822392/ns/us_news-crime_and_courts/t/police-departments-seeking-more-bilingual-cops/#.X4Gh4dUzbIU

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14. U.S. Department of Justice and Equal Employment Opportunity Commission, "Advancing Diversity in Law Enforcement," October 2016. Available at: http://cdn.cnsnews.com/ attachments/advancing_diversity_in_law_enforcement_report_october_2016.pdf

15. Zeigler K., Camarota Steven A. "One in Five U.S. Residents Speaks Foreign Language at Home, Record 61.8 million," Center for Immigration Studies, October 2014. Available at: https://cis.org/sites/cis.org/files/camarota-language.pdf

16. Zeigler K., Camarota Steven A. "67.3 Million in the United States Spoke a Foreign Language at Home in 2018", Center for Immigration Studies, October 2019. Available at: https:// cis.org/Report/67.3-Million-United-States-Spoke-Foreign-Language-Home-2018

17. Official Site of the Los Angeles Police Department. Available at: http://www.lapdonline.org/training_division/content_basic_view/6382

Статья отправлена в редакцию 22.10.20

УДК 372.881.111.1

Liashenko M.S., Cand. of Sciences (Pedagogy), senior lecturer, Kozma Minin Nizhny Novgorod State Pedagogical University (Nizhny Novgorod, Russia), E-mail: mslyashenko@mail.ru

Mineeva O.A., Cand. of Sciences (Pedagogy), senior lecturer, Kozma Minin Nizhny Novgorod State Pedagogical University (Nizhny Novgorod, Russia), E-mail: mslyashenko@mail.ru

Borshtchevskaya Yu.M., Cand. of Sciences (Pedagogy), senior lecturer, Lobachevsky State University of Nizhny Novgorod (Nizhny Novgorod, Russia), E-mail: yuliabort@rambler.ru

Soluyanova O.N., Cand. of Sciences (Pedagogy), senior lecturer, Moscow State (National Research) University of Civil Engineering (Moscow, Russia), E-mail: soluyanova.olga@mail.ru

EXPLORING THE ACCEPTANCE OF SOCIAL NETWORKING SITES AS AN EDUCATIONAL PLATFORM TO ENHANCE STUDENTS' ACADEMIC WRITING SKILLS IN ENGLISH. This study is aimed at exploring the way how students perceive the deployment of social networking sites (SNS) to improve academic writing skills in English. TAM (technology acceptance model) is used to analyze students' perceptions about the usage of SNS as a platform for studying. The data was collected using quantitative and qualitative stages within the research design. The quantitative data analyses enabled to show high ranking of both constructs in students' perceptions: the ease and the usefulness of the technology for academic writing. The qualitative stage identified four external variables that can impact effective deployment: psychological, language, technical and methodical factors. Despite some limitations of the research, the results have revealed favorable students' perceptions and overall acceptance of SNS as an educational platform to enhance academic writing in English.

Key words: social networking sites, English exam preparation, academic writing, TAM, students' perceptions, mixed method methodology, educational platform.

М.С. Ляшенко, канд. пед. наук, доц., Нижегородский государственный педагогический университет имени К. Минина, г. Нижний Новгород, E-mail: mslyashenko@mail.ru

О.А. Минеева, канд. пед. наук, доц., Нижегородский государственный педагогический университет имени К. Минина, г. Нижний Новгород, E-mail: mineevaolga@gmail.com

Ю.М. Борщевская, канд. пед. наук, доц., Нижегородский государственный университет имени Н.И. Лобачевского, г. Нижний Новгород, E-mail: yuliabort@rambler.ru

О.Н. Солуянова, канд. пед. наук, доц., Национальный исследовательский Московский государственный строительный университет, г. Москва, E-mail: soluyanova.olga@mail.ru

ИССЛЕДОВАНИЕ МНЕНИЯ СТУДЕНТОВ ОБ ИСПОЛЬЗОВАНИИ САЙТА СОЦИАЛЬНЫХ СЕТЕЙ В КАЧЕСТВЕ ОБУЧАЮЩЕЙ ПЛАТФОРМЫ ДЛЯ УЛУЧШЕНИЯ НАВЫКОВ АКАДЕМИЧЕСКОГО ПИСЬМА

Целью данной статьи является исследование отзывов студентов об использовании сайта социальных сетей для улучшения навыков академического письма на английском языке. Авторами была использована модель принятия технологии (TAM), а также проинтегрированы качественные и количественные методы для определения полезности, легкости использования и барьеров, которые мешают в восприятии студентов эффективному внедрению данной технологии для обучения академическому письму. В результате исследования было определено, что обе категории оцениваются студентами высоко. К барьерам, затрудняющим эффективное внедрение технологии, следует отнести следующие факторы: психологические, языковые, технические и ме-

тодические. Данные результаты позволяют говорить о принятии студентами сайтов социальных сетей в качестве обучающей платформы для улучшения навыков академического письма, хотя существуют сложности при использовании данной технологии.

Ключевые слова: сайты социальных сетей, подготовка к экзамену по английскому языку, академическое письмо, модель принятия технологии (TAM), мнение студентов, методология смешанных методов, обучающая платформа.

In the era of e-learning, the educational community is faced with the dilemma of how and what tools to choose from the variety of technologies that e-learning offers [1]. The Center for learning and performance technologies issued the statistics showing that more than 100 web-based technologies are used for educational purposes by learning community worldwide Social media (Youtube, Facebook, Twitter) are topping the annual list of the most popular tools for learning as they are an integral part of e-learning nowadays [2].

Social media have become a pedagogical tool within emerging online environments [3;4]. The term social media is used to denote any form of on-line technology or practices through which users create communities to convey information, ideas, independent learning, entertainment, and personal messages and thus facilitate communication and interaction between individuals and groups [5]. Social media for teacher-student collaboration can be classified into the following categories: 1) blogs and microblogs (Twitter); 2) content communities (YouTube, Quizlet.com); 3) social networking sites (Facebook); 4) collaborative projects (wiki sites) [6]. Despite the ubiquity, social media are being underutilized in the educational context.

The purpose of this study is to explore the acceptance of SNS as an educational platform for teaching academic writing in exam preparation. Academic writing is one of the most difficult skills to acquire especially for learners of a foreign language as it is a complex process and there are many factors impeding successful development of the skill [7]. The selected literature review has shown that despite numerous research into learning strategies and teaching methods of how to improve academic writing, little is known about the way how social media in general and SNS in particular can be used to address this issue. There are very few examples of the effective usage of SNS as an educational strategy to improve academic writing (especially using Russian SNS), whereas some studies reveal high educational potential of social media tools [8].

Literature Review. Social media are considered nowadays to be an integral part of educational environments [9; 10]. Not only empirical studies but documents and reports point to the wide-spread deployment of social media for professional and educational purposes in universities [11]. The ontological assumptions for using social media in educational context come from philosophic knowledge. The ideas of constructing knowledge through sharing practices originate from social constructivism and Bakhtin's dialogism [12]. The importance of social contexts in which learners develop language literacy is underlined in the studies by Vygotsky and Wells [13;14]. Recent studies report controversial views on the advantages and disadvantages of using SNS in classroom environments [1;3]. Despite certain controversy, many researchers admit the importance of incorporating this technology into teaching in higher education [10; 15].

With the increased presence of social media in all spheres of human life, the teachers have been undertaking various attempts to use different forms of social networking to improve writing skills. A growing emphasis on writing skills is seen within globalized educational environments where language tests are the necessary requirement for a university admission In the 1990s there was a surge of research interest in using different aspects of networking to improve writing [16]. With the sophistication of technologies and more intensive processes of globalization, the research interest concerning SNS for teaching was directed towards narrowed scopes of research such as teaching and learning via SNS, for example, Facebook [10;17].

Over the past few years, programs allowing interaction via SNSs have brought about an authentic revolution, both in terms of their rapid assimilation and their extension into further applications [5;18]. Blogging, wiki-sites, as types of social networking, are deployed to enhance writing skills [8]. Although social media are becoming fast growing extensions for writing, there is a gap between the necessity to deploy SNSs into teaching writing skills and current practices. Researchers believe that such technologies have created "new and undeveloped opportunities to assemble large audiences for students' writing that can help them grow as writers" [6]. The brief bibliographic analysis of the Russian database of scientific publications (http://elibrary. ru) revealed the gap between the importance of deploying social media into teaching practices and the scarcity of the existing results. Overall, it is admitted that despite the importance of implementing social networking into the classroom in higher education, social networks have little or no integration into formal learning environments.

Materials and methods. The research employed a mixed method methodology and followed a sequential explanatory design proposed by Creswell et al. [19]. The theoretical framework of the research was Technology Acceptance Model (TAM). because it focuses more on the importance of a technology as a tool [20]. The chosen model describes mainly the constructs of perceived ease of use (PEU) and perceived usefulness (PU). Having become the most influential theory of information systems research [10], it is widely used to assess the acceptance of an implemented technology. The literature review has pointed to the fact that SNS as an educational technology has not been used for improving academic writing so far. So, before large-scale implementing on a regular basis at the formal university level, it is necessary to explore whether students accept or reject this information technology as an educational tool. The mixed method for gathering data was firstly aimed at quantitative results within

TAM to measure PU and PEU. Secondly, a qualitative stage was implemented to identify new possible variables for a specific context by conducting individual interviews.

The purpose of the first stage was to collect quantitative information about the extent to which students accept SNS as an educational tool using the constructs of TAM: PEU, PU, attitude, intention, actual use. The data for this phase were collected from two groups of undergraduate students preparing for English exam. According to the statistics of the community, the demographic profile of the respondent group was rather homogeneous. Most students come mainly from Russia (95%), are from one age group (18-21 years old). The gender differences are split as 41% men and 59% women. The research involved creating a Web-based Internet survey using Sur-veyMonkey (https://ru.surveymonkey.com/home/). To determine students' perceptions about the acceptance of sNs as an educational tool after 12 weeks of usage, the respondents were asked to rate 9 questions using a Likert scale from 1 being "strongly agree" to 7 "strongly disagree". The questions were designed by adopting the questionnaires from the past research [17; 20]. The participation in the survey was voluntary and anonymous. The questions were structured as five TAM sub-constructs in the order in which they are presented in the questionnaire: perceived ease of use (statements 1 to 3); perceived usefulness (statements 4 to 7); attitude to the usage of SNS ( statement 8); intention to use (statement 9). The method of calculating the mean was applied to analyze the data. The results from the first quantitative stage informed the qualitative stage of the research design which was conducted when the course was finished to avoid any ethical issues.

At the qualitative stage, students' perceptions of the external variables, which can affect their decision to use SNS as an educational tool to improve writing, were explored. The questions in the interviews were open-ended based on the 5 constructs of the TAM system: ease, usefulness, attitude, intention, and actual use from students' perspectives. The students were invited to participate in the interview on a voluntary basis. The series of short audio-recorded interviews (10 minutes on average, n=9) were conducted within one week after the course completion. The focus in the interview was on the barriers and challenges faced by the users. The raw data were analyzed using the 6-step approach recommended by Creswell [19]. According to this approach, data analysis was arranged in the linear hierarchical manner following a sequence from preparing data, reading, coding, describing, representing, and interpreting. The interviews were transcribed, read, underlining the key words for each answer. The key words then were clustered together to identify the common themes.

Research results. At the first stage of the research a total of 20 responses to the survey were returned. Most respondents moderately or strongly agreed with the statements by marking 5, 6, 7 (from partial to strong agreement). This is also shown by the average varying from 5.05 to 6.2. This result pointed to the fact that the students found SNS easy, useful and were going to use it in their exam studies to enhance writing skills. There were no responses showing disagreement. Considering the averages for ranking purposes the most agreed-upon response is the statement "SNS is easy to use". Overall, the respondents agreed that SNS is easy to use (94%), easy to access (96%) and easy to find the information (65%). Though 18% of the students showed partial disagreement, with 17% being just neutral to the question. The issue was more closely explored at the qualitative stage during the interview. The construct PU was analyzed using more questions and paying more attention to exploring the acceptance of SNS to improve performance and writing in general. The questions were aimed at academic writing (statement 4), course performance (5), usefulness of the posted materials (6) and enhancing studies (7). Most respondents agreed with the statements about usefulness of SNS by marking 5, 6, 7. This is shown by the averages varying from 4.8 to 5.5.The largest proportion of the respondents thought that SNS would enhance their studies in general (83%). However, 24% of the respondents disagreed with the acceptance of SNS to improve academic writing. This problem was also deeply analyzed at the qualitative stage during the interviews. Considering the averages for ranking purposes, the most agreed-upon response is the statement "I found the materials posted on SNS to be useful for writing skills" (mean=5.58). Most respondents agreed with the statement 8 about the attitude ("Good idea to use SNS for improving writing" ) by marking 5, 6, 7 (mean=5.7) and statement 9 about the intention to use ("I am going to use this SNS to improve my writing regularly in future") (mean=5.4). To validate the reliability of data on sub-constructs PU and PEU, a mean was calculated to assess the level of agreement among the main sub-constructs. Table 1 below shows the means and standard deviations. The sub-construct ease of use was the most important (mean= 5.8).

Table 1

Means and standard deviation

Sub-construct Mean Standard deviation

Ease of use 5.8039 0.6561

Usefulness 5.19055 0.3374

The quantitative stage revealed the issues for a deeper analysis at the subsequent qualitative stage. The qualitative data analyses resulted in four categories which were identified as the main variables influencing the decision to use SNS: psychological, language, issues related to content/materials, technical issues. Sub-themes were identified as the most frequently mentioned by the respondents for each category. The first category-psychological factors -included three sub themes: communication with the teacher mentioned by three respondents; motivation (three respondents) and self-control (mentioned by two respondents). The analysis was not aimed at identifying if this variable influences PU or PEU. Most respondents described communication with the teacher as an essential component. Three respondents reported positive experience of using SNS for communicating with teachers in formal and informal contexts in the past. Some students (S1, S6) reported the importance of motivational issues for their willingness to engage in group activities: "Everything depends on psychological stateofmind'(S6). "Sometimes moi/Vai/'onio studydisappears.Butwhenyouon purpose use the materials from the group, it is better. I like if (S1). The second cate-gary waoidentifindas language haatord.Postrespo ndeots (m7%)maorted langoaoe problems. One respondent (S 8) suggested using bilingual presentations of materials. Thnmoias oeblems areralatedtoSaoiolaoauag e skills (listening, grammar, lack of vocabulary, spelling). The most interesting finding was the sub-theme about the fear and stress to comment in English via SNS. This finding can be explained by internal stress related toneuacadamioappyties andlearoingysaoroasss [2(].%ho(N% category was identified as methodical factors. The subthemes in this category were the following ¡sanies: presentaOon af materials; /tape, trotoraa; taaahov'role; reliybillty(ia comparison with other web sites). The materials and learning activities were carefully smlsctea m tho teacho r to nemoe t(e phrpaoo of toe research. Tie laarn ' a; octiVtlms were identified to enable students to continue working on different aspects of academic writing at home. Typically, students were offered videos explaining different aspects of voffin.^oda1 taWem h/nrrriDbeKteclto n^tem. ttelanewledgealrni0 acodymicva-cabulary, linkers and connectors to use in graph descriptions. Students were expected to pravldethelr feedbackabout the use(ulnesottOesal'esoltгcnsorhhate oweresourc-es that they found helpful. There was some limited use of writing within the community (only inthe form t^f comments or queetlons). Thn ¡deeofem cemm(nlmwanto ovate educational scaffolding for enhancing writing. The most preferable type of the material pfoled wasvlsWo an. Dam

The fourth category was associated with technical factors. As for SNS, students reported some issues that can either influence them positively or negatively in their dec^onteeaetoe wyetew' T°m masUn^orto0 suMloemes ihtNs iqusstianwere toe following: i). teacher's expertise (insufficient use of the SNS functions): "There is an opttoo to ama ufdatew. ff can be very ee/pftoT fSW/T-cliWracfow within SOSi TSwre are so many other things when using social networking site" (S7);iii).limitations of the snstem oWf/t/se/iw'onmoo/fe, / can o /ate notes"(Th).Deositemochdteogos an) barriers mentioned in the interviews, all respondents described SNS as easy to use. TUoaOjeoanestOht wnreesnd talhmg about PEU were: convenient (S5, S9), simple (S7, S8, S6), easy (S7, S9, S3), reliable (S9, S5), not difficult (S2, S4, S1). As for PEU, 100% respondents found SNS useful to various extent using different quantifiers to express

As the result of the research, 4 categories influencing students' perceptions were iOeotitied anf cen be classSed aa scoslhlp external vahahles T¡rh;n OAM.

Discussion. The use of SNS as an educational tool to improve academic writing in English exam preparation has not been widely researched yet. The aim of the study was to explore its acceptance among students and find out variables that can influence students' percepticns. Themixsd 2tahashresearnh Weelgn oao hoooeo to cslinct and analyze the data on the main constructs of TAM.

According to the data analysis, SNS as an educational tool proved to be easy to accept from students' perspectives. They did not experience difficulties to access SNS or find the information. As for the usefulness of SNS, the students found the materials to be the most useful. Overall, the students rated both constructs high, with a large percentage of agreement about usefulness and ease to use, with the sub-construct PEU being more influential in decision-making than PU. Although other constructs were not the research priorities, the quantitative information was also collected with the purpose to understand the attitude and intention to use the technology in the future. The analyses of supportive data showed positive attitudes towards the usage with only one respondent moderately disagreeing with this idea. These results show that most students have an intention to use the technology in future not only for exam training but also for enhancing studying process.

The results and findings should be treated with some caution as the limited numfmr eOte%)andentsannruohtlonsno not prooiaoa noHosronnd to generalize for larger populations. The attempt has been made to propose the theoretical despanlng of tttemoOal aatOeoпa'ngneтexrenn%vatlaOloarhataгe presented by four categories: psychological, language, methodical, technical. Timing and complexity of research conducted in two phases enabled the analysis of the main constructs without exploring correlations or interdependence among all the constructs within the TAM. Despite the limitations for the small-scale research, it has ^^ootearn nome'mpllcotlynS'lt¡snnattomsttof.lMothpnooaisnhe literature review concerning the usage of SNS as an educational tool for teaching academic mriting 'Kg reoearcAls reporteato sravaand valiOyte(hoth ohanoitatively and qualitatively) the high level of agreement among students on ease and useful-neshotaocennnaSTS asan rnooytlenempol ooateot¡nalThehoture of the study which is predetermined by two-staged research techniques, enabled to propose new variables within professional contexts. The quantitative data depicted high ratlngtfof ^ann^ELJ of ttesystem.wMleoiualltefivhtota supported the findings and broadened theoretical knowledge about the variables influencing smtlenth'merconOonshncieeoldlonrmadme.Asfor prececal Imqllcatlons for further implementations, much attention should be paid to methodical and psychological hoKes. Uangcage kltflcultlesehd itsnes roletimlto methtfoso fttachlng turn out to be equally important for the respondents, whereas technical issues are not salient. Stodynts paomuco aTe(t;on toaaacnolog'oaMsnкeeгelateSTmnteraction in social networks, especially with the teacher. This is in line with the assumption that students do not feel comfortable to collaborate in an informal environment with ac-adomln cantant nsoore de°feea optraos^rnnoy are neede[ [(5;a- ' 22]. Besides much attention should be paid to building effective teacher -student relationships toavWd anynttoaoer uneswnems of belnotho sadofTNScommucity and freely expressing one's own opinion. In terms of teaching, well-structured learning mate-wlals seanlOOesnoгad orneo¡eneaaoteaohmeeod loermrncohtont The teacher is expected to provide expertise, individual feedback and create reliable materials to work with [23; 24].

Conclusion. Social networking sites have become an integral part of all aspects of life. Obviously, SNS should become a part of academic life and be implemented for dlffetept thomSasO |uaгn|кgnu(pooeo TOs emaHroate projeotreaSeen conducted to explore students' perceptions about using SNS for academic writing. The research reoeha tevsal favorabl e perspectives for further deployment of SNS into academic en-

vironment. To deploy SNS in teaching academic writing in English exam preparatory courses and training programs, educators should take into consideration the barriers and challenges identified in the research. Given the awareness about possible problem areas, nonio' oytworieng sites ate oure )s anteae tearing orocoao ond academic performance of students.

Fig. 1. External variables of TAM

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