Exploring the Efficacy of Social Media Narrative-Based Activities in Improving Digital Communication Skills and Digital Literacy Among Tertiary-Level ESL Learners
Bibliographic record
Abstract
This research article aims to explore the efficacy of social media narrative-based activities in improving digital communication skills and digital literacy among tertiary-level English language learners in the Chennai district. Using a mixed-methods approach with pre- and post-surveys and semi-structured interviews; this study examined the impact of the intervention. The sample consisted of 102 participants who participated in a four-week social media narrative-based activity program. The initial outcomes indicated a significant improvement in digital literacy skills among the participants. The initial outcomes indicated a significant improvement in digital literacy skills among the participants. The students exhibited a better understanding of digital tools and were more confident in using them for academic and personal purposes. In addition to this, the qualitative findings revealed that the social media narrative-based activities were engaging and effective in enhancing the learners' motivation and kindling their interest in learning digital literacy skills. The study elucidates that narrative-based social media activities can be a practical pedagogical approach to enhancing digital communication skills and digital literacy among ESL learners. The study could aid in exploring new possibilities for merging the casual usage of social media with technology-integrated language learning.
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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 | 0.005 |
| 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 | 0.002 |
| 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".