Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences

Abstract

This paper identifies Malaysian university students’ needs and preferences for online English language activities on a Facebook group that supports their formal learning. Two methods of data collection were employed; content analysis of the Facebook interactions, and semi structured interviews. Four main learning preferences or characteristics of online activities are identified; a) teacher-led activities (tasks and learning content provided by teachers), b) teachers’ presence (one or two authority figures to facilitate learning and keep group lively), c) topics or content (entertainment-oriented, grammar quizzes, opinion-based discussions), d) structure of the group (optional and ungraded). The passive participants found the activity beneficial in improving their online communication ability, while the more active participants felt a boost of confidence to use English in a more public space like Facebook. The findings indicate that the students are in need of technological changes in learning, but are dependent on teachers’ instructions to initiate the process. They exert selective interests in learning topics and content, and demonstrate partial autonomy in negotiating the online group’s structure. The theoretical and practical implications, and recommendation for future research are briefly presented.

Gender-Associated Behavior of Jordanians on Facebook

“…The findings have confirmed both hypothesis that there is a positive impact of both communication behavior, language features, and social behavior on gender differences. Previously, several studies have used these constructs and supported the findings of the present study (Aljasir et al, 2017;Biernatowska, Balcerowska, & Bereznowski, 2017;Kasuma, 2017).…”

“…This was an area in which no or few studies have been conducted in the context of Jordan. The findings of this study are also supported with the findings of the previous studies carried out in a different geographical setting (Aljasir et al, 2017;Biernatowska, Balcerowska, & Bereznowski, 2017;Kasuma, 2017) regarding how communication behaviors and language features of Facebook users differentiate gender perspectives.…”

Exploring English Learners’ Engagement and Their Roles in the Online Language Course

“…Another study from Park (2015) identified that there were five levels of students' online participation from non-active participation to active participants. The learners' roles in a Facebook group were classified into active, average, passive, and very passive categories (Kasuma, 2017;Kasuma & Wray, 2015). A study from Sampurna, Kukulska-Hulme, & Stickler (2018) found out that all Indonesian learners showed visible contributions on Facebook, chat tools (WhatsApp and Line), and Google Docs.…”

Students’ Perceptions and Attitudes Towards the Use of Instagram in English Language Writing

“…These studies have presented various aspects of social media in language learning, and the positives include: Facebook's ability in developing both content and language knowledge among EFL students (Eren, 2012;Shih, 2011Shih, , 2013); Facebook's ability in forging good relationship between students-students and students-teachers (Aydin, 2014;Ekoc, 2014), the construction of knowledge on Facebook (Idris & Ghani, 2012), Facebook's ability in promoting incidental learning of language skills (Adi Kasuma, 2017;Kabilan, Ahmad, & Abidin, 2010), and the opportunities afforded by Facebook for language teachers (Mahadi & Ubaidullah, 2010).…”

“…In an earlier study, Hamat et al (2012) reported that SNS have not fully penetrated the HE institutions in Malaysia. However, more recent studies on social media and language learning argued otherwise; that Malaysian university students are active users of Facebook and demonstrated positive attitudes towards the use of Facebook in second language (L2) learning environment (Adi Kasuma, 2017;Shafie et al, 2016). Furthermore, Facebook promotes the construction of English language knowledge through community-based discussions that could develop students' language ability.…”