LMS vs social networks and EFL engagement
Among Beijing university EFL students, engagement dimensions predicted educational-technology engagement, and LMS users reported higher engagement means than social-networking-system users.
Source
The effect of two educational technology tools on student engagement in Chinese EFL courses
Study at a glance
- Design
- Cross-sectional — Engagement questionnaire comparing LMS vs social-networking tools in EFL courses
- N
- N=268 · 268 Beijing university EFL undergraduates/graduates (173 LMS, 95 SNS preference)
- Population
- Beijing university students in compulsory EFL courses
- Outcome
- Educational-technology engagement predicted by engagement dimensions; LMS vs SNS mean differences
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LMS vs social networks and EFL engagement
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268 undergraduates and graduates participated.
Participants are 268 undergraduates and graduates enrolling in EFL courses (College English, Advanced Oral English, Academic English) at a university in Beijing, China.
173 preferred LMS; 95 chose social networking systems.
The number of respondents who choose social networking systems is 95, while the number of LMS is 173
What they did
268 undergraduates/graduates in compulsory EFL courses completed an engagement questionnaire comparing learning management systems and social networking systems (e.g., WeChat/QQ), analyzing correlations, regression, and independent-samples differences.
What they found
Behavioral, cognitive, and emotional engagement correlated with and predicted educational-technology engagement (emotional engagement strongest). More students preferred LMS than SNS; LMS means were significantly higher across engagement aspects.
The limits
What it doesn't show
Self-selected tool preference and cross-sectional ratings cannot prove that switching platforms causes higher engagement or achievement.
Key terms
- Behavioral engagement
- Observable participation such as attendance, preparation, and class contribution.
- Cognitive engagement
- Investment in learning and positive academic self-perceptions/future outlook.
- Emotional engagement
- Belonging, connectedness, and positive affective ties to peers/campus learning.
- Learning management system (LMS)
- Institutional platform for course materials, feedback, and study activities (e.g., Xuexitong).
- Social networking systems
- Tools like WeChat/QQ used for notifying, sharing, and communication in courses.
- Educational technology engagement
- Students’ engagement specifically with the technology tools used for learning.
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Which two tool types are compared?
Common questions
Who participated?
268 EFL undergraduates/graduates at a Beijing university.
Which two tool types were compared?
LMS vs social networking systems.
Which tool was preferred more often?
LMS (173 vs 95 choosing SNS).
Which engagement type most strongly predicted tech engagement?
Emotional engagement.
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