[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589591-105":59,"doc-detail-589591-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","flourishing-creativity-literacy-the-impact-of-social-networking-on-the-oral-performance-of-efl-learners","Flourishing Creativity & Literacy - The Impact of Social Networking on the Oral Performance of EFL Learners","","The study investigates how social hubs influence EFL learners’ speaking skill. Participants included 38 female and 26 male students aged 19 to 29, randomly assigned to experimental and control groups with 32 participants each. Both groups completed a language proficiency test and pre-test at the start. The experiment group used social hubs and received a course on social networks for three months, while the control group attended traditional classes and could not use computers for communication. Post-test results showed positive effects on Iranian EFL students’ speaking ability.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/flourishing-creativity-literacy-the-impact-of-social-networking-on-the-oral-performance-of-efl-learners/589591/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/flourishing-creativity-literacy-the-impact-of-social-networking-on-the-oral-performance-of-efl-learners/589591.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about social networking and EFL learners?","Question",{"text":112,"@type":113},"It examines the effect of social hubs/social networking on improving EFL learners’ speaking skill and oral performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants assigned and what tests were conducted?",{"text":117,"@type":113},"Participants were randomly assigned to experimental and control groups. Both groups took a language proficiency test and a pre-test at the beginning, followed by a post-test at the end.",{"name":119,"@type":110,"acceptedAnswer":120},"What was different about the experimental group compared with the control group?",{"text":121,"@type":113},"The experimental group was encouraged to use social hubs and received a communication course on social networks, while the control group attended traditional classes and was not allowed to use computers for communication.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589591,1792888898,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 6 No. 2; April 2015  \nAustralian International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nThe Impact of Social Networking on the Oral Performance of  \nEFL Learners  \nMasoud Qarajeh  \nEnglish Department, Science and Research Branch, Islamic Azad University, Gorgan, Iran  \nSeyed Jalal Abdolmanafi-Rokni (Corresponding author)  \nEnglish Department, Golestan University, Gorgan, Iran  \n[E-mail: j.abdolmanafi@gmail.com](E-mail: j.abdolmanafi@gmail.com)  \nDoi:10.7575/aiac.alls.v.6n.2p.51  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.2p.51](http://dx.doi.org/10.7575/aiac.alls.v.6n.2p.51)  \nReceived: 10/ 11/2014  \nAccepted: 19/01/2015  \nAbstract  \nThe present study was set out to investigate the effect of social hubs on improving EFL learners' speaking skill. The participants of the study were 38 female and 26 male students between the age of 19 and 29. They were randomly assigned to two groups of experimental and control. Each group consisted of 32 participants. A language proficiency test and the pre-test were administered to both groups at the beginning of the study. The treatment lasted three months and it was held in a state university in Gonbad, Iran. The experimental group was allowed and encouraged to use social hubs in addition to the traditional class activities. Further, a course of communication on social networks was administered to the experimental group while the control group attended the traditional regular classes and they were not allowed to use computers for communication. In the end, the post-test was administered to both groups. The findings displayed that social networking had a positive impact on speaking ability of Iranian EFL students.  \nKeywords: Speaking ability, Social hubs, Social Networking Service, EFL Learners  \n1. Introduction  \nLife is very plane and easy by using new technology. One of the great technologies that has changed the world is the Internet and its power in providing online communication. People use the online communication in doing some regular daily life activities like marketing, connecting to friends and reading news. Electronic communication and computers are things people or students have to deal with every day. The world is engaged with connections. We are linked to the virtual world in which we spend most of our time. We are linked to each other by ordinary and social connections such as relatives as well as by physical and situational conditions. We are also linked to each other by harmonies, joint experiences and the same points of view (Tyson, 2009) .  \nToday there is a vast area of information and knowledge on different aspects of the scientific world over the net. The materials are ready on numerous websites which are definitely useful and helpful for experts and scholars who are working in various fields of science. The Internet has also provided the opportunity to study online. People are joining virtual academies established in which they can participate and learn what is being taught easily. This environment allows them to engage whenever they want. They are free to ask questions and give comments without having any concern that they had in regular and real classes.  \nOnline information is being popular among both academics and the general population. Social networks in education, being a relatively innovative concept has been the central concern of many educationalists, teachers and parents. Moreover, the internet provides opportunities for us to easily publish our research studies.  \nAccording to Baran (2013), university students have embraced the capabilities of social media channels. He maintains that based on the statistics a major part of a students’ energy and time is devoted to reading formal and informal online texts on various social media channels, watching the videos and following the tweets and updates related to the course content. Twitter also helps students receive updat","cbCaisQSna2dCk4a","https://ap.wps.com/l/cbCaisQSna2dCk4a","pdf",162744,"English","# Introduction\n## Background on internet and social communication\n## Social media and education\n## Research motivation and gap","[{\"question\":\"What does the study examine about social networking and EFL learners?\",\"answer\":\"It examines the effect of social hubs/social networking on improving EFL learners’ speaking skill and oral performance.\"},{\"question\":\"How were participants assigned and what tests were conducted?\",\"answer\":\"Participants were randomly assigned to experimental and control groups. Both groups took a language proficiency test and a pre-test at the beginning, followed by a post-test at the end.\"},{\"question\":\"What was different about the experimental group compared with the control group?\",\"answer\":\"The experimental group was encouraged to use social hubs and received a communication course on social networks, while the control group attended traditional classes and was not allowed to use computers for communication.\"}]","Flourishing Creativity & Literacy - The Impact of Social Networking on the Oral Performance of EFL Learners | PDF",1792067698,15]