Analyzing Facebook Mobile Usage: Efficacy and ESL Learners’ Writing Proficiency

Abstract

Facebook has leveraged rapid technological and societal changes over the past decade and has emerged as the largest social networking platform. However, research on Facebook has been limited, particularly when examining its potential to improve English as a second language (ESL) writing in comparison to a control group. The study aims to explore the morphological, syntactic, and orthographical aspects of ESL writing through an experimental group [N = 30] using Facebook on mobile and a control group [N = 30] with a traditional teaching approach. The experimental and control groups undergo observation through twice-weekly, in-class-focused free writing sessions for 10 weeks. The progress of the learners’ writing was tracked using pre- and post-tests to assess its impact. The analysis of variance (ANOVA) test revealed that the experimental group made more significant advancements in writing by reducing morphological, syntactic, and orthographical errors compared to the control group. These results validate previous studies that support the use of Facebook on mobile devices in ESL courses and emphasize the need for further research comparing Facebook with other writing platforms.