The spread of pandemic COVID-19 has powerful effects on education because of the closing of schools and conducting online learning. The problem is what tools support affectively for online learning, which makes hesitance among teachers and students. There is no denial that using Facebook as a means of instruction is the feasible project in comparison with other tools like Zoom, Meet, hangouts… but you perhaps recognized it always existed two opposing sides are gains and downsides.
It is an apparent fact that Facebook not only is an entertaining instrument but also as a means of online direction. In the technological age, Facebook becomes the face of an individual, which is a favorable condition for Facebook to become an appropriate choice for online learning. Facebook brings timely interaction between teachers and students. In particular, Both teachers and students know how to use Facebook and they can easily exchange the lessons which do not require them to spend time and exertion to relearn the beginning. On the contrary, Several fresh programs or apps like Meet, Zoom, Hangouts,…demend users find out about how to operate them because they probably rarely used them before. Other improvements using Facebook for online learning need to mention is flexible time. Facebook can connect teachers and students in anywhere and teachers can update the lesson in groups in which students can straightforwardly survey the tasks without time-bound. On the other hand, New online learning tools have to set permanent time and all of them need access on time. If someone has problems with time, sounds, quality connections they possibly missed their lectures.
Besides the mentioned advantages, using Facebook as a means of online learning also has disadvantages. Students need to cope with difficulties to complete their tasks and to self-study, because it has little direct interaction between teachers and students on Facebook. Also, learning without immediate instruction, many students are embarrassed to ask teachers, which interferes with the process of acquiring students’ knowledge. On the other side, Using new online learning tools is the useful method to connect teachers and students where they can talk to each other about the problems of the lessons without being confused and scared. One important downside of using Facebook for online learning is free time for learning. It seems to be both teachers and students will be cozier when they do not depend on time by learning on Facebook. They will have no effort, no limitation, no patient because they think they have time and even they also forget their targets, which have to profound in fluent to the results of learning.
After considering two opposing sides of using Facebook as a means of online instruction I acknowledged that Facebook or new online learning tools always have benefits and detriment. All of them only the tools to support process learning. The most significant is students need to have awareness of their studies to overcome difficulties ahead and teachers’ assistance is also a great motivation for students.
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Grammar and spelling errors:
Line 1, column 280, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... students. There is no denial that using Facebook as a means of instruction is th...
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Line 2, column 96, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ertaining instrument but also as a means of online direction. In the technologica...
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Line 2, column 611, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , …
...ograms or apps like Meet, Zoom, Hangouts,…demend users find out about how to opera...
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Line 4, column 58, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... two opposing sides of using Facebook as a means of online instruction I acknowle...
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Transition Words or Phrases used:
also, besides, but, if, so, in particular, on the contrary, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 13.1623246493 122% => OK
Auxiliary verbs: 11.0 7.85571142285 140% => OK
Conjunction : 22.0 10.4138276553 211% => Less conjunction wanted
Relative clauses : 11.0 7.30460921844 151% => OK
Pronoun: 27.0 24.0651302605 112% => OK
Preposition: 70.0 41.998997996 167% => OK
Nominalization: 16.0 8.3376753507 192% => OK
Performance on vocabulary words:
No of characters: 2628.0 1615.20841683 163% => OK
No of words: 494.0 315.596192385 157% => Less content wanted.
Chars per words: 5.31983805668 5.12529762239 104% => OK
Fourth root words length: 4.71445763274 4.20363070211 112% => OK
Word Length SD: 2.86669409927 2.80592935109 102% => OK
Unique words: 226.0 176.041082164 128% => OK
Unique words percentage: 0.457489878543 0.561755894193 81% => More unique words wanted or less content wanted.
syllable_count: 801.9 506.74238477 158% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 5.43587174349 55% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 7.0 4.76152304609 147% => OK
Performance on sentences:
How many sentences: 22.0 16.0721442886 137% => OK
Sentence length: 22.0 20.2975951904 108% => OK
Sentence length SD: 47.5362628 49.4020404114 96% => OK
Chars per sentence: 119.454545455 106.682146367 112% => OK
Words per sentence: 22.4545454545 20.7667163134 108% => OK
Discourse Markers: 3.5 7.06120827912 50% => More transition words/phrases wanted.
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 4.0 5.01903807615 80% => OK
Sentences with positive sentiment : 12.0 8.67935871743 138% => OK
Sentences with negative sentiment : 7.0 3.9879759519 176% => OK
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.195613948425 0.244688304435 80% => OK
Sentence topic coherence: 0.0747783265879 0.084324248473 89% => OK
Sentence topic coherence SD: 0.0596066058724 0.0667982634062 89% => OK
Paragraph topic coherence: 0.151276283395 0.151304729494 100% => OK
Paragraph topic coherence SD: 0.02221617569 0.056905535591 39% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 14.9 13.0946893788 114% => OK
flesch_reading_ease: 49.15 50.2224549098 98% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 11.9 11.3001002004 105% => OK
coleman_liau_index: 13.87 12.4159519038 112% => OK
dale_chall_readability_score: 8.5 8.58950901804 99% => OK
difficult_words: 118.0 78.4519038076 150% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 10.8 10.1190380762 107% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.