Facebook and EFL Academic Writing: Students’ Perspectives in a Saudi College

Abstract

A research problem was identified that warranted the initiation of this study. A mixed pattern for results regarding Facebook usage in EFL writing outside the classroom exists in the literature. As the researchers believed in studentcentered and autonomous learning, they intended to delineate students' perceptions of the benefits and drawbacks of using Facebook in EFL academic writing. The researchers conducted this study with their students at a Saudi college. Ten students participated in this study while they were studying the English Writing course. The researchers collected data through a questionnaire, interviews and participant observations. The findings showed six benefits of Facebook usage in academic writing: (1) greater motivation to write, (2) increased collaboration among students, (3) improvements in writing, (4) having a good medium to practise writing outside the classroom, (5) providing an environment with less pressure on writing and (6) greater ease of use and being able to write anytime, anywhere. Two drawbacks were identified: (1) distractions regarding chat invitations and (2) use of impolite language. The researchers provided suggestions for maximising the benefits and minimising the drawbacks in EFL teaching and learning. They also linked the use of Facebook to some learning theories. ‫أحمد‬ ‫خالد‬ ‫و‬ ‫الشلوي‬ ‫سعد‬ ‫بن‬ ‫أحمد‬ ‫ليالي‬ (. 2020 .) ‫السعودية‬ ‫الكليات‬ ‫إحدى‬ ‫في‬ ‫اإلنجليزية‬ ‫باللغة‬ ‫األكاديمية‬ ‫الكتابة‬ ‫لتعليم‬ ‫الفيسبوك‬ ‫استخدام‬ ‫حول‬ ‫الطالب‬ ‫آراء‬. ‫العلوم‬ ‫فرع‬ ‫فيصل،‬ ‫امللك‬ ‫لجامعة‬ ‫العلمية‬ ‫املجلة‬ ‫واإلدارية‬ ‫اإلنسانية‬ ، (‫املجلد‬ ‫إلكتروني‬ ‫نشر‬ (‫العدد‬ ،) ‫إلكتروني‬ ‫نشر‬

Tracking Saudi EFL Students’ Reflections of Online Learning During Coronavirus: Different Rounds

“…Well-designed online learning activities can produce useful interaction to satisfy the learning experience and meet students' expectations. These activities support modern teaching approaches, autonomous learning, flexible learning, and collaborative learning (Baytiyeh, 2019;Al Shlowiy and Layali, 2020). Moreover, learning materials are widely presented in LMS and available at all times for students to learn at their suitability.…”

“…In Saudi educational institutions, Alshehri et al,. (2019), Al Shlowiy and Layali (2020), Mutambik (2018), Oyaid andAlshaya (2019), andSharma (2019) display that students have positive perceptions of e-learning systems, the usability of its features, high-quality of the learning materials, interactive learning settings, and its friendly interface. Although LMS provides a simple navigation process, independence, and flexibility in many educational institutions for several years, its general usage is insignificant and has not met the advisable usage level (Bousbahi & Alrazgan, 2015).…”

“…They are not comfortable or prepared to teach online. Teachers of an older age resist accepting online teaching in their instructions while some teachers use online learning only for the sake of using technology (Yuan & Kim, 2014) by providing basic educational purposes, such as submitting assignments, sharing files, making announcements, and posting grades (Al Shlowiy and Layali, 2020). A few teachers adapt their face-to-face teaching approaches to fit the online environment without adopting different online-based teaching approaches (Zanjani, Edwards, Nykvist, & Geva, 2016).…”

A suggested program based on 7E Instructional Model and AWE Systems to Develop Faculty of Education ESP Students' Academic Writing Skills

“…The findings of the study has illustrated that using e-PF was effective in improving EFL students' academic writing skills and nurturing reflective thinking in CHC cultures. Besides, Al Shlowiy and Layali (2021) investigated the perceptions of the benefits and drawbacks of applying Facebook in EFL academic writing. The findings of the research have identified six benefits and two drawbacks of using Facebook in EFL academic writing.…”