Exploring the Effectiveness of Motivational Stories and Videos Shared via Facebook in Enhancing the Writing Skills of English as a Foreign Language (EFL) Students
Bibliographic record
Abstract
This study analyzes the development of writing skills through the pedagogical use of motivational stories and videos on Facebook. Participants in this study were students from different parts of the country. Particularly, this mixed-methods research aims to determine how these technological tools help students enhance their writing skills at the same time find out students’ perceptions about the use of Facebook. In order to achieve these goals, a Facebook group page was created. The students were then asked to complete different activities, like reading short motivational stories and watching several motivational videos. The intervention lasted for two months. The students’ progress was assessed using rubric for measuring their ability to discover the main idea of the stories and videos, reporting the event sequence, using correct grammar and vocabulary, and summarizing information. A survey was conducted to determine students’ perceptions about the use of Facebook in this particular context. The results show that the pedagogical use of Facebook was positive since it catches students’ attention and helps them develop writing activities collaboratively. Keywords: writing, reading, watching, skill, Facebook, pedagogical. Resumen Este estudio analiza el desarrollo de las habilidades de escritura mediante el uso pedagógico de historias y videos usando Facebook. Este estudio se realizó con estudiantes de diferentes partes del país. Particularmente, el propósito de esta investigación es determinar cómo estas herramientas tecnológicas ayudan a los estudiantes a mejorar su escritura y, correlativamente, conocer las percepciones de los estudiantes sobre el uso de Facebook. Para lograrlo, se creó un grupo en Facebook. Se pidió a los estudiantes que completaran diferentes actividades, como leer historias y ver videos de motivación. La intervención duró dos meses. El progreso de los estudiantes se evaluó con una rúbrica para medir su capacidad para descubrir la idea principal de las historias y videos, informar la secuencia de eventos, usar la gramática y el vocabulario correctos y resumir la información. Se aplicó una encuesta para conocer las percepciones de los estudiantes sobre el uso de Facebook en este contexto. Los resultados muestran que el uso pedagógico de Facebook es positivo ya que llama la atención de los estudiantes para desarrollar actividades de escritura de forma colaborativa. Palabras Clave: escritura, lectura, observación, habilidad, Facebook, pedagógico.
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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 | 0.002 | 0.009 |
| 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 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".