Social Media Platforms: Perceptions and Concerns of Saudi EFL Learners
Bibliographic record
Abstract
This study evaluates the place of social media platforms (SMP) and their use patterns amongst Saudi EFL learners, their preferences, and academic impact at the Department of English and Translation of Qassim University, Saudi Arabia. The study uses a seven item closed-ended questionnaire to conduct a survey to gather the data from male students at the University. A total of 100 randomly chosen (male) students in the department of language and translation were given the questionnaires to answer. Analysis of data shows that most students judiciously utilise SMPs to meet their scholastic or academic demands, with YouTube and Facebook topping log-in time and diversity of use by EFL students. In addition, the use of SMPs helped significantly improve students’ capacity to contribute to information exchange and collaborative education, enhanced their academic standing and strengthened their reading and writing abilities. On an average, most students spend three hours a day on SMP. Among the positive impacts of SMP on students' global development included accessing and sharing updated information in an entertaining format. At the same time, some negative impacts reported were minimized interpersonal contact, non-academic use of the SMPs, and physical ailments (mainly vision centred) due to being glued to electronic devise for long durations of time. The current study demonstrates the efficacy of SMPs for academic purposes, which is a positive factor for their grades and academic competence and recommends that teachers engage their learners to use SMP for both entertainment and academics.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".