Role of Social Media Application in Promoting Motivation and Listening Skill of Iraqi EFL Learners: A Skype-Based Study
Bibliographic record
Abstract
This study seeks to investigate the possible role of the social media applications in promoting and developing both the motivation and listening skill of Iraqi EFL learners at an academic environment. As a case study, seventy-majoring English sophomores at Mustansiriya University in Iraq were randomly divided between two groups, experimental and control groups. The pretest and posttest were conducted to the participants of the study based on a curriculum assigned to them to be taught throughout their academic year. A 25-statement designed questionnaire and an 8-statement designed test were distributed among the respondents of the study on the suitable methods of developing and improving motivation and listening skill respectively. Using the Likert Scale, SPSS and LISERAL programs, the statistical data of the two previously mentioned variables were collected. The final findings of the study revealed that male and female participants were highly motivated after receiving their instruction via Skype device. As a result, a significant difference was noted in the listening skill achievement of the testing group participants who subjected to Skype device as a means of teaching. Grounded on these findings, educators can seriously take social media applications in their account in the process of learning language and in developing more language skills.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".