Social media in environmental education: towards collaborative learning and initial critical thinking.

Las clases de inglés deberían acoger esas dinámicas digitales, así como magnificar el uso y el aprendizaje del inglés en diferentes áreas y no solo con base en la gramática. De manera tal que, el uso de las redes sociales para crear conciencia ambiental aparece como un medio para crear un entorno de...

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Autores:: Puentes Pineros, Natalia Andrea

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2022

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.spa.fl_str_mv	Social media in environmental education: towards collaborative learning and initial critical thinking.
dc.title.translated.spa.fl_str_mv	Social media in environmental education: towards collaborative learning and initial critical thinking.
title	Social media in environmental education: towards collaborative learning and initial critical thinking.
spellingShingle	Social media in environmental education: towards collaborative learning and initial critical thinking. Aprendizaje colaborativo CLIL Educación ambiental Pensamiento crítico inicial Redes sociales CLIL Collaborative learning Environmental education Initial critical thinking Social media
title_short	Social media in environmental education: towards collaborative learning and initial critical thinking.
title_full	Social media in environmental education: towards collaborative learning and initial critical thinking.
title_fullStr	Social media in environmental education: towards collaborative learning and initial critical thinking.
title_full_unstemmed	Social media in environmental education: towards collaborative learning and initial critical thinking.
title_sort	Social media in environmental education: towards collaborative learning and initial critical thinking.
dc.creator.fl_str_mv	Puentes Pineros, Natalia Andrea
dc.contributor.advisor.none.fl_str_mv	Pérez Gómez, Francisco Antonio
dc.contributor.author.none.fl_str_mv	Puentes Pineros, Natalia Andrea
dc.subject.spa.fl_str_mv	Aprendizaje colaborativo CLIL Educación ambiental Pensamiento crítico inicial Redes sociales
topic	Aprendizaje colaborativo CLIL Educación ambiental Pensamiento crítico inicial Redes sociales CLIL Collaborative learning Environmental education Initial critical thinking Social media
dc.subject.keywords.spa.fl_str_mv	CLIL Collaborative learning Environmental education Initial critical thinking Social media
description	Las clases de inglés deberían acoger esas dinámicas digitales, así como magnificar el uso y el aprendizaje del inglés en diferentes áreas y no solo con base en la gramática. De manera tal que, el uso de las redes sociales para crear conciencia ambiental aparece como un medio para crear un entorno de aprendizaje socialmente colaborativo y para mejorar el pensamiento crítico ambiental básico. Esta propuesta pedagógica tiene como objetivo desarrollar la sensibilidad ambiental en los estudiantes de décimo grado más allá de las habilidades lingüísticas tradicionales, considerando las dinámicas tecnológicas y las estrategias transversales en la escuela. Teniendo en cuenta lo anterior, el enfoque de aprendizaje integrador de contenido y lengua (CLIL por sus siglas en inglés) juega un papel importante en la creación del pensamiento y la enseñanza transversales, porque permite entender el del inglés como una herramienta para comunicar conocimientos del mundo y opiniones sobre la actualidad, como los problemas ambientales. Para concluir, la propuesta pedagógica está dirigida a generar un aprendizaje colaborativo y un pensamiento crítico inicial utilizando como herramientas las redes sociales, una página web y la educación ambiental, todo esto enmarcado en el enfoque CLIL (por sus siglas en inglés).
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-06-15T20:31:52Z
dc.date.available.none.fl_str_mv	2022-06-15T20:31:52Z
dc.date.issued.none.fl_str_mv	2022
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
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identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Ahlqvist, Toni & Bäck, A. & Halonen, Minna & Heinonen, Sirkka. (2008). Social media roadmaps exploring the futures triggered by social media. Pp. 1-79. ISBN 978-951-38-7247-2. http://www.vtt.fi/publications/index.jsp Aldana, A. P. & Gutiérrez, J. A. (2020). A pedagogical proposal towards environmental awareness through a school newspaper [Universidad Pedagogica Nacional -Undergraduate thesis]. http://hdl.handle.net/20.500.12209/12677. Ballard, B. (2002). How critical is critical thinking? A generic issue for language in development. International Journal of Higher Education. Vol. 7, No. 4; 2018. http://www.sciedupress.com/journal/index.php/ijhe Burns, A. (2010). Doing Action Research in Language Teaching: A Guide for Practitioners. NY: Routledge. Pp. 196. Reviewed by Trudie Aberdeen, PhD Candidate in Educational Psychology, the University of Alberta. Cabe, K (2009). Teaching Science During the Early Childhood Years. National Geographic Learning Journal / Cengage. NGL.Cengage.com/School CEFR. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment: Companion Volume with New Descriptors. Language Policy Programme. Council of Europe. Clavijo, A. (2016). English teaching in the elementary school: Some critical issues. Colombia : Colomb. Appl. Linguist. Journal. Vol 18, No 1. 2016. January-June https://doi.org/10.14483/calj.v18n1.aa00 Contreras, J., & Chapetón, C.M. (2017). Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning from a Dialogical Approach. PROFILE Issues in Teachers’ Professional Development, 19(2), 135-149. http://dx.doi.org/10.15446/profile.v19n2.57811. ISSN 1657-0790 Contreras, J., & Chapetón, C.M. (2016). Cooperative Learning with a Focus on the Social: A Pedagogical Proposal for the EFL Classroom. HOW, 23(2), 125-147. http://dx.doi.org/10.19183/how.23.2.321 Corbin, J., & Strauss, A. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, 13(1), 3-21. https://med-fom- familymed-research.sites.olt.ubc.ca/files/2012/03/W10-Corbin-and-Strauss- grounded-theory.pdf Coyle, D. (2007). Content and language integrated learning: towards a connected research agenda for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism, 10: 543-562. https://doi.org/10.2167/beb459.0 Eshach, H., & Fried M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315-336. DOI:10.1007/s10956-005-7198-9 Fauville, Géraldine & Lantz-Andersson, Annika & Säljö, Roger. (2012). International Student Carbon Footprint Challenge - Social Media as a Content and Language Integrated Learning Environment [Undergraduate Thesis] University of Poland 10.14705/rpnet.2012.000030. Freitag, M. F. (2019, February ). Internet Use and Volunteering: Relationships and Differences Across Age and Applications. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations. , Volume 30 (Issue 1), pp 87–97. 10.1007/s11266-018-0045-4 Fundación Botellas de amor. 2018. Llena una botella de amor. https://botellasdeamor.org/como-persona/ García, María & Pavón, Víctor. (2012). Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism. 15. 1-20. 10.1080/13670050.2012.670195. Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge.Fandino, Y. (2013). 21st Century Skills and the English Foreign Language Classroom: A Call for More Awareness in Colombia. GIST – Education and Learning Research Journal, (7), 190 - 208. https://latinjournal.org/index.php/gist/article/view/622 Grundy,S. and Kemmis,S. (1981). Educational Action Research in Australia: The state of the Art. Paper presented at the Annual Meeting of the Australian Association for Research in Education, Adelaide as cited in Grundy,S. (1988). Three Modes Of Action Research in Kemmis,S. and McTaggert,R. (Ed). (1988). The Action Research Reader (3 ed) Geelong: Deakin University Press. Hoepfl, M. C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9, p. 47-63. http://scholar.lib.vt.edu/ejournals/JTE/v9n1/pdf/hoepfl.pdf Jacobs, G. M. (2004, September). Cooperative learning: Theory, principles, and techniques. Paper presented at the First International Online Conference on Second and Foreign Language Teaching and Research. https://eric.ed.gov/?id=ED573881 Kapoor et al, K. (2018). Advances in Social Media Research: Past, Present and Future. Inf Syst Front, 20, pp. 531–558. Kemmis, S & McTaggert, R, (1990). The Action Research Planner Geelong: Deakin University Press Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass. Language Policy Programme. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment: Companion Volume with New Descriptors. Council of Europe. Marshall, C., & Rossman, G. (2016). Designing qualitative research. Sage Publications. https://books.google.es/books?hl=es&lr=&id=qTByBgAAQBAJ&oi=fnd&pg=PT8 McCutcheon,G., and Jurg, B., (1990). Alternative Perspectives on Action Research. Theory into Practice Volume 24, Number 3 Summer Mejia, d. (2006). Bilingual education in Colombia: Towards a recognition of languages, cultures, and identities. (8) Section Theme review Colombia: Colombian Applied Linguistics Journal. DOI:10.14483/22487085.176 MEN. (2016). Derechos Básicos de Aprendizaje: Inglés Grados 6 a 11. Bogotá. MEN. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. Bogotá. MEN. (2016). Pedagogical principles and guidelines: Suggested English Curriculum. Anexo 15. Bogotá. MEN. (2017) Lineamientos generales y orientaciones para la educación formal de personas jóvenes y adultas en Colombia. Merriam, S. B. (Ed.) (2007). Third update on adult learning theory. New Directions for Adult and Continuing Education, No. 119. San Francisco: Jossey-Bass. Mete, P. D. (2018). Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi , (40) , pp. 33-44 . DOI: 10.21497/sefad.514847 Nkwetisama, C. M. (2011, April). EFL/ESL and Environmental Education: Towards an Eco-Applied Linguistic Awareness in Cameroon. World Journal of Education, 1(1). ISSN 1925-0754 (Online). https://doi.org/10.5430/wje.v1n1p110 Palmer, J. (2003). Environmental education in the 21st century (pp. 3-24). New York : Routledge. Palmer, J et al. (2003). The handbook of environmental education. New York: Routledge. Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Phillips, D, & Carr, K. (2010). Becoming a teacher through action research. Routledge. https://arifsuryopriyatmojo.files.wordpress.com/2014/03/becoming-a-teacher- through-action-research.pdf Ponton, M. K., & Rhea, N. E. (2006). Autonomous learning from a social cognitive perspective. New Horizons in Adult Education and Human Resource Development, 20(2), 38-49. http://education.fiu.edu/newhorizons Rapoport, R.N, (1970). Three Dilemmas in Action Research. Human Relations 23:6;499. as cited in McKernanJ. (1991). Curriculum Action Research. A Handbook of Methods and Resources for the Reflective Practitioner London: Kogan Page Rincón, J & Clavijo Olarte, A. (2016). Fostering EFL learners' literacies through local inquiry in a multimodal experience. Colombian Applied Linguistics Journal, 18(2), p. 67-82. https://doi.org/10.14483/calj.v18n2.10610 Rodriguez Bonces, M. (2011). CLIL: Colombia leading into content language learning. Íkala, Revista de Lenguaje y Cultura, 16(28), 79-89. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-34322011000200004&lng=en&tlng=en. Slavin, R. E. (1991). Student Team Learning: A Practical Guide to Cooperative Learning. Washington DC: National Education Association. https://eric.ed.gov/?id=ED339518 Sutton, J, & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and Management. The Canadian journal of hospital pharmacy, 68(3), 226–231. https://doi.org/10.4212/cjhp.v68i3.1456 Tartari, Elda. (2015). The Use of Social Media for Academic Purposes in Student’ Learning Process. Academic Journal of Interdisciplinary Studies. 10.5901/ajis.2015.v4n2p393. Thorne, S. (2000). Data analysis in qualitative research: Evidence-Based Nursing. 2000; Vol. 3. P. 68-70. Tudor, I. (2001). The dynamics of the language classroom. Cambridge, UK: Cambridge University Press Undurraga-Infante, C. ¿Cómo aprenden los adultos? Una mirada psicoeducativa. Santiago, Chile, 2004. P156. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wolff, D. (2012). The European framework for CLIL teacher education. Bergische Univerität Wuppertal. Fachbreich A, Deutschland. Synergies Italie n 8. Pp 105-116. https://gerflint.fr/Base/Italie8/dieter_wolff.pdf Wong et al, C. &. (2017). Seamless Language learning: Second Language Learning with Social Media. Media Education Research Journal , 09-2 Johnson, D., Johnson R. & Holubec, E. (1994) Cooperative Learning in the Classroom. Virginia: Association for Supervision and Curriculum Development.
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spelling	Pérez Gómez, Francisco AntonioPuentes Pineros, Natalia AndreaBogotá, ColombiaBogotá, Colombia 2021-20222022-06-15T20:31:52Z2022-06-15T20:31:52Z2022http://hdl.handle.net/20.500.12209/17420instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Las clases de inglés deberían acoger esas dinámicas digitales, así como magnificar el uso y el aprendizaje del inglés en diferentes áreas y no solo con base en la gramática. De manera tal que, el uso de las redes sociales para crear conciencia ambiental aparece como un medio para crear un entorno de aprendizaje socialmente colaborativo y para mejorar el pensamiento crítico ambiental básico. Esta propuesta pedagógica tiene como objetivo desarrollar la sensibilidad ambiental en los estudiantes de décimo grado más allá de las habilidades lingüísticas tradicionales, considerando las dinámicas tecnológicas y las estrategias transversales en la escuela. Teniendo en cuenta lo anterior, el enfoque de aprendizaje integrador de contenido y lengua (CLIL por sus siglas en inglés) juega un papel importante en la creación del pensamiento y la enseñanza transversales, porque permite entender el del inglés como una herramienta para comunicar conocimientos del mundo y opiniones sobre la actualidad, como los problemas ambientales. Para concluir, la propuesta pedagógica está dirigida a generar un aprendizaje colaborativo y un pensamiento crítico inicial utilizando como herramientas las redes sociales, una página web y la educación ambiental, todo esto enmarcado en el enfoque CLIL (por sus siglas en inglés).Submitted by Natalia Puentes Piñeros (napuentesp@upn.edu.co) on 2022-06-04T03:21:42Z No. of bitstreams: 2 Licencia de uso _ Puentes Piñeros Natalia Andrea.pdf: 294137 bytes, checksum: b81998136c87be3afff50a21e64c674d (MD5) Social media in environmental education.pdf: 2280872 bytes, checksum: 3b124a9adc739758ce22d530653e827b (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto no coincide el título de la metadata con el registrado en el portada del trabajo, hay inconsistencias en el uso de mayúsculas. por favor corregir y enviar de nuevo. on 2022-06-04T18:06:30Z (GMT)Submitted by Natalia Puentes Piñeros (napuentesp@upn.edu.co) on 2022-06-04T21:03:49Z No. of bitstreams: 2 Licencia de uso _ Puentes Piñeros Natalia Andrea.pdf: 43292 bytes, checksum: 69478bbc1b9199398ae9b69705257d65 (MD5) Social media in environmental education.pdf: 2277134 bytes, checksum: d5fea2869459758f14903d0da771717a (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-06-06T14:19:35Z (GMT) No. of bitstreams: 2 Licencia de uso _ Puentes Piñeros Natalia Andrea.pdf: 43292 bytes, checksum: 69478bbc1b9199398ae9b69705257d65 (MD5) Social media in environmental education.pdf: 2277134 bytes, checksum: d5fea2869459758f14903d0da771717a (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2022-06-15T20:31:52Z (GMT) No. of bitstreams: 2 Licencia de uso _ Puentes Piñeros Natalia Andrea.pdf: 43292 bytes, checksum: 69478bbc1b9199398ae9b69705257d65 (MD5) Social media in environmental education.pdf: 2277134 bytes, checksum: d5fea2869459758f14903d0da771717a (MD5)Made available in DSpace on 2022-06-15T20:31:52Z (GMT). No. of bitstreams: 2 Licencia de uso _ Puentes Piñeros Natalia Andrea.pdf: 43292 bytes, checksum: 69478bbc1b9199398ae9b69705257d65 (MD5) Social media in environmental education.pdf: 2277134 bytes, checksum: d5fea2869459758f14903d0da771717a (MD5) Previous issue date: 2022Licenciado en Español y Lenguas ExtranjerasPregradoEnglish classes should enhance those digital dynamics as well as magnify English use and learning in different areas and not just as grammar-based. Hence, the use of social media to create environmental awareness appears as a means to create a socially collaborative learning environment and to enhance basic ecological critical thinking. This pedagogical proposal aims to develop environmental sensitivity in tenth graders beyond traditional linguistic skills, by considering the technological dynamics and cross-curricular strategies. Bearing in mind the above, the content and language integrating learning (CLIL) approach plays an important role in the creation of cross-curricular thinking and teaching because it allows understanding English learning as a tool for communicating knowledge of the world and opinions on current problems, like environmental issues. In sum, the pedagogical proposal is aimed to create collaborative learning and initial critical thinking using social media, a web page, and environmental education as tools, all this framed in the CLIL approach.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAprendizaje colaborativoCLILEducación ambientalPensamiento crítico inicialRedes socialesCLILCollaborative learningEnvironmental educationInitial critical thinkingSocial mediaSocial media in environmental education: towards collaborative learning and initial critical thinking.Social media in environmental education: towards collaborative learning and initial critical thinking.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAhlqvist, Toni & Bäck, A. & Halonen, Minna & Heinonen, Sirkka. (2008). Social media roadmaps exploring the futures triggered by social media. Pp. 1-79. ISBN 978-951-38-7247-2. http://www.vtt.fi/publications/index.jspAldana, A. P. & Gutiérrez, J. A. (2020). A pedagogical proposal towards environmental awareness through a school newspaper [Universidad Pedagogica Nacional -Undergraduate thesis]. http://hdl.handle.net/20.500.12209/12677.Ballard, B. (2002). How critical is critical thinking? A generic issue for language in development. International Journal of Higher Education. Vol. 7, No. 4; 2018. http://www.sciedupress.com/journal/index.php/ijheBurns, A. (2010). Doing Action Research in Language Teaching: A Guide for Practitioners. NY: Routledge. Pp. 196. Reviewed by Trudie Aberdeen, PhD Candidate in Educational Psychology, the University of Alberta.Cabe, K (2009). Teaching Science During the Early Childhood Years. National Geographic Learning Journal / Cengage. NGL.Cengage.com/SchoolCEFR. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment: Companion Volume with New Descriptors. Language Policy Programme. Council of Europe.Clavijo, A. (2016). English teaching in the elementary school: Some critical issues. Colombia : Colomb. Appl. Linguist. Journal. Vol 18, No 1. 2016. January-June https://doi.org/10.14483/calj.v18n1.aa00Contreras, J., & Chapetón, C.M. (2017). Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning from a Dialogical Approach. PROFILE Issues in Teachers’ Professional Development, 19(2), 135-149. http://dx.doi.org/10.15446/profile.v19n2.57811. ISSN 1657-0790Contreras, J., & Chapetón, C.M. (2016). Cooperative Learning with a Focus on the Social: A Pedagogical Proposal for the EFL Classroom. HOW, 23(2), 125-147. http://dx.doi.org/10.19183/how.23.2.321Corbin, J., & Strauss, A. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, 13(1), 3-21. https://med-fom- familymed-research.sites.olt.ubc.ca/files/2012/03/W10-Corbin-and-Strauss- grounded-theory.pdfCoyle, D. (2007). Content and language integrated learning: towards a connected research agenda for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism, 10: 543-562. https://doi.org/10.2167/beb459.0Eshach, H., & Fried M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315-336. DOI:10.1007/s10956-005-7198-9Fauville, Géraldine & Lantz-Andersson, Annika & Säljö, Roger. (2012). International Student Carbon Footprint Challenge - Social Media as a Content and Language Integrated Learning Environment [Undergraduate Thesis] University of Poland 10.14705/rpnet.2012.000030.Freitag, M. F. (2019, February ). Internet Use and Volunteering: Relationships and Differences Across Age and Applications. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations. , Volume 30 (Issue 1), pp 87–97. 10.1007/s11266-018-0045-4Fundación Botellas de amor. 2018. Llena una botella de amor. https://botellasdeamor.org/como-persona/García, María & Pavón, Víctor. (2012). Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism. 15. 1-20. 10.1080/13670050.2012.670195.Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge.Fandino, Y. (2013). 21st Century Skills and the English Foreign Language Classroom: A Call for More Awareness in Colombia. GIST – Education and Learning Research Journal, (7), 190 - 208. https://latinjournal.org/index.php/gist/article/view/622Grundy,S. and Kemmis,S. (1981). Educational Action Research in Australia: The state of the Art. Paper presented at the Annual Meeting of the Australian Association for Research in Education, Adelaide as cited in Grundy,S. (1988). Three Modes Of Action Research in Kemmis,S. and McTaggert,R. (Ed). (1988). The Action Research Reader (3 ed) Geelong: Deakin University Press.Hoepfl, M. C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9, p. 47-63. http://scholar.lib.vt.edu/ejournals/JTE/v9n1/pdf/hoepfl.pdfJacobs, G. M. (2004, September). Cooperative learning: Theory, principles, and techniques. Paper presented at the First International Online Conference on Second and Foreign Language Teaching and Research. https://eric.ed.gov/?id=ED573881Kapoor et al, K. (2018). Advances in Social Media Research: Past, Present and Future. Inf Syst Front, 20, pp. 531–558.Kemmis, S & McTaggert, R, (1990). 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Social media in environmental education: towards collaborative learning and initial critical thinking.

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