EXPLORING HOW SOCIAL MEDIA INFLUENCE WRITING SKILLS IN HIGHER EDUCATION: A CASE STUDY AT A PRIVATE UNIVERSITY IN SABAH, MALAYSIA
DOI:
https://doi.org/10.51200/manu.v36i2.7080Keywords:
Academic writing skills, collaborative learning, educational technology, social media, undergraduate studentsAbstract
Abstract Academic writing is one of the most challenging skills to acquire as it requires high precision, where the diction, tone and context of the text must be precise. The advent of information and telecommunication technologies has resulted in transformative changes and brought about a new era of educational practices. One critical change is in the adoption of social media for classroom pedagogy. The wide application of social media has massively influenced university students’ reliance on these platforms for social and, to some extent, academic development at higher learning institutions. It is essential for maintaining social contacts and communication with family and friends, providing entertainment, and serving as a platform for collaborative learning. This study explores undergraduate students' experiences and perceptions regarding the integration of social media to enhance their academic writing skills at a private learning institution in Sabah, Malaysia. By employing a qualitative case study, it explores how students utilise social media to support their academic writing endeavours and understand how they perceive social media use for improving their academic writing skills. Through purposive sampling, 15 undergraduate students participated in semi-structured interviews designed to elicit in-depth feedback on their experiences, exploring benefits, challenges and the impact of social media on their writing. The findings provide insights into how writing practices can be enhanced using social media by facilitating idea exchange through real-time feedback, and collaborative learning among peers. This study contributes to the ongoing discussion about integrating social media to support academic writing and its potential to complement traditional learning approaches.
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