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Primary Research Log
|1 A.||2 N.|
|3 G.||4 R.|
(The boxes below should be expanded electronically)
Section 1 – Title / secondary literature / rationale for primary research
|1.1 Restate your research question here:|
|How does social networking influence the productivity of English students in the U.K?|
|1.2 Define any important terms in the research question:|
|Social networking: Social networking refers to the categorization of individuals into definite groups such as neighborhood subdivision or small rural communities. While social networking can be done in person, especially in high schools, universities and workplaces, it mainly takes place online due to advancement in the internet technology. Social networking sites, therefore, refer to online services that are based around developing, as well as reflecting on the social relations among people who have common social ties and interests.
Productivity: Productivity refers to a measure of production efficiency. In a general context, it may refer to the ratio of inputs to the production output. In the context of this research, productivity will be used to indicate the increased proficiency in both spoken and written English in students. It is noteworthy that the productivity of students may be defined, as well as measured using production data, otherwise known as exams.
|1.3 Give a summary of the group’s secondary research findings relating to the above question:|
|Social networking has led to the depreciation of English proficiency among students in the U.K. It is noteworthy that the grammar used in social networks is mostly incorrect. Unfortunately, the English students in U.K end up using that same grammar in their English papers without realizing that they are making mistakes.
John, S. ( 2000). Social network analysis: a handbook. New York: SAGE.
In addition, many U.K students who engage in social networking have found it addictive. In essence, they may not pay much attention to their English grammar lessons, as well as other productive issues in their lives. This not only lowers productivity in the English lessons but also in other areas, as well.
Boyd, d., & Ellison, N. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of Computer-Mediated Communication, 13(1).
There is also positive influence on the English proficiency in U.K students since they are more likely to be communicating in it than before. In fact, research shows a remarkable increase in the productivity of English students. U.K students who are not fond of speaking in the conventional classes are willing to write thoughtful, lengthy responses to prompts in the online discussions.
John C, 1996. Social Networks and Social Influences in Adolescence. London: Routledge
It is noteworthy that social networking has a positive influence on the comprehension capabilities of students in the U.K. In essence, the asynchronous nature of the tools used in social networking allows English students in the U.K to read the prompts, comprehend it by allowing it to percolate in their brains prior to writing a response. The “Wait time” may not be very possible in real-life environments.
Juliette P, 2010. Social Media, Fame, and Influence. New York: Pearson Technology Group
In addition, social networking allows for more interaction between students and their teachers. It is noteworthy that many U.K. students who may be too shy to ask questions in the conventional classrooms would find solace behind the screens when engaging in social networking. They can ask questions, have an immediate feedback from their teachers and also, exchange reading materials with other students, which leads to an increase in their productivity in English.
Robert L. C, & Andrew P, 2004. The hidden power of social networks: understanding how work really gets done in organizations. New York: Harvard Business Press, Jun 1, 2004
|1.4 What is your reason for primary research?|
The primary goal for this research is to determine the opinions of English students in high schools in the U.K. about the effects of the influence of social networking on their academic productivity in general and their English productivity.............
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