“Social media: Technological tools for improving English writing skills in students majoring in English at the Technical University of Cotopaxi”

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dc.contributor.advisorTovar Viera, Rodrigo Vicente
dc.contributor.authorChicaiza Llambo, Pamela Elizabeth
dc.contributor.authorChiliquinga Toapanta, Wendy Ruby
dc.date.accessioned2025-07-24T21:09:06Z
dc.date.available2025-07-24T21:09:06Z
dc.date.issued2025-02
dc.description.abstractFacebook and WhatsApp as technological tools offer interactive and collaborative features. Facebook is a platform that allows sharing and creating information, news, and audiovisual content and WhatsApp is an instant messaging platform that allows sending messages, documents, images, and audio voice. Despite these platforms offering interactive features, these have certain limitations such as the lack of immediate grammar correction, proper language use, and vocabulary selection. This study aims to analyze the students' perception of using Facebook and WhatsApp for practicing writing skills in the fifth-semester students majoring in English at the Technical University of Cotopaxi. It used qualitative-descriptive research design involving 20 participants who were engaged in a writing task of 150 words to answer the question: Why did you decide to study the National and Foreign Languages Pedagogy Major? Meanwhile a WhatsApp group called ‘Active Writing’ was created to find students’ interests through a survey feature, which led them to Facebook groups such as Music, Series/Movies, and Tourism/Travel. Based on students’ interests and the written pieces analysis a syllabus was designed with the content to include in the written activities provided through the platforms. Over one month, they received interactive activities designed to practice their writing skills. Then, a survey questionnaire was distributed through Google Forms to evaluate students’ satisfaction and perception of the activities and the platforms. The questionnaire included two parts: demographic information and the second part was divided into four sections such as content, structure, applicability, and effectiveness. The data collection was analyzed through Taguette and Excel programs. Research findings suggested that most of the participants generally had a positive perception of using Facebook and WhatsApp to practice writing. Additionally, some students had some neutral and disagreeing responses. It suggests that while many students benefit from social media for writing practice, others may require additional support, clear instructions, or different digital sources to maximize their learning potential.
dc.format.extent87 páginas
dc.identifier.citationChicaiza Llambo, Pamela Elizabeth y Chiliquinga Toapanta, Wendy Ruby (2025); “Social media: Technological tools for improving English writing skills in students majoring in English at the Technical University of Cotopaxi”. UTC. Pujilí. 87 p.
dc.identifier.otherUTC-XPU-PINE-2025-006-TS
dc.identifier.urihttps://repositorio.utc.edu.ec/handle/123456789/14555
dc.language.isoen
dc.publisherEcuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
dc.subjectTECHNOLOGICAL TOOLS
dc.subjectFACEBOOK
dc.subjectWHATSAPP
dc.title“Social media: Technological tools for improving English writing skills in students majoring in English at the Technical University of Cotopaxi”
dc.typeThesis
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Titulación - Carrera de Licenciatura en Inglés