Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective

Fithriani, Rahmah; Dewi, Utami; Daulay, Sholihatul Hamidah; Salmiah, Maryati; Fransiska, Widia

doi:10.18502/kss.v3i19.4892

Cited by 28 publications

(46 citation statements)

References 9 publications

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“…The high rates given to pedagogical features such as motivation, collaboration, communication, interaction, and building up a good rapport with peers confirm the Facebook educational advantages. This aligns with previous studies (e.g., Greenhow and Robeli, 2009b;Ghani, 2015;Hew, 2011;Fithriani et al, 2019;Selwyn, 2007). that recommended Facebook integration in formal classroom learning.…”

Section: Discussion Of Results and Implicationssupporting

confidence: 93%

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

Abbas¹

2021

IJLLT

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This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

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Section: Discussion Of Results and Implicationssupporting

confidence: 93%

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

Abbas¹

2021

IJLLT

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“…Based on the data from Statista [20], as of the second quarter of 2020, Facebook is the biggest social network worldwide, with over 2.7 billion monthly active users. Studies have shown positive impacts of the Facebook app as a potential tool for the teaching and learning process [21] [22] [23] [24]. According to our findings, the ranking as the most used SNS indicates that Facebook has great potential to be used as a tool for teaching and learning.…”

Section: Regression Modelmentioning

confidence: 55%

“…According to our findings, the ranking as the most used SNS indicates that Facebook has great potential to be used as a tool for teaching and learning. Facebook's popularity worldwide could also be considered a potential to be integrated into teaching and learning as it provides its users with the opportunity to interact with people of different mother tongues and countries of origin [24]. Thus, Facebook will be a useful tool for learning in the future.…”

Section: Regression Modelmentioning

confidence: 99%

Preparation for Future Learning: The Case of Rural Communities in Nigeria

Sanusi

Olaleye

Okunoye

2020

2020 XV Conferencia Latinoamericana De Tecnologias De Aprendizaje (LACLO)

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Preparation for future learning is crucial to economic development and poverty eradication because ignorance is the modern slavery of backwardness. Nigeria's population is increasing daily. With this growing population, there is a need for self-study, home study, Internet, or online study to meet the pressing worldwide demands for literacy training employing distance instruction. Internet use is linear in Nigeria, with forecasts of Internet users reaching 187.8 million in 2023. This study examines the preparation of rural communities in Nigeria for future learning; examines infrastructures and resources available that can facilitate future learning; and also explores the means and approaches to changes future learning systems through the lens of education learning theories. The theory of connectivism was employed. Based on the quantitative approach, this study used a questionnaire to collect data from rural residents of 2,377 samples and utilized SPSS v. 25 for descriptive statistics and regression analysis. Internet availability and affordability are central to future learning, especially in the angle of emerging technology intervention in future learning systems. This result shows that the location of the Internet user's residence and the frequency of Internet use depend on the Internet's cost. The excluded rural areas can leverage the Internet for flexible online programs and courses to reduce the alarming illiteracy rates.

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“…However, they mostly investigated its use as an outside class activity or a voluntary activity (see Jin, 2015;Kabilan et al, 2010;Kasuma & Tan, 2019;Rodliyah, 2016;Rubrico & Hashim, 2014). Some others were in teaching writing contexts (see Bani-Hani et al, 2014;Fithriani et al, 2019;Miftah, 2016;Putri, 2018;Rodliyah, 2016;Sakkir & Dollah, 2019), and grammar (see Sumakul, 2012). Meanwhile, Abusa'aleek (2015) and Salih and Elsaid (2018) investigated the participants' perceptions and attitudes of using Facebook as an EFL e-learning environment.…”

Section: Introductionmentioning

confidence: 99%

Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

Santoso

2021

SiELE

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This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class.

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Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective

Cited by 28 publications

References 9 publications

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

Preparation for Future Learning: The Case of Rural Communities in Nigeria

Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

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