Facebook. Does it really work for L2 learners?

Shiet Ching Wong, Malissa‐Maria Mahmud

Research output: Contribution to journalArticlepeer-review

Abstract

The abundance of the information and communication technology has endowed institution of higher education educators and e-learning users with the focused apparatus that can be employed as instructive devices in the classrooms. This paper provides an account of how Facebook was incorporated as a pedagogical means in the ESL settings and reports on the students’ stance and perception on the use of this social intermediate to enhance their L2 learning. Data was collected via a survey questionnaire concerning a particular group of transfer students at the tertiary stage. By the means of planned framework and structure, the students carried out several stages of the activities entrenched specifically for the English subject that they enrolled during the summer semester. The questionnaire was then administered and analysis of data in the signified affirmative responses from the students visà-vis to the use of Facebook in learning activities. They professed that the utilization of Facebook had generally enhanced their L2 skills such as reading and writing, expanded their social circles, improved their communication skills and minimized their apprehension when learning and using the language among their peers. The paper concludes by stressing the advantages that can be attained as a result of the implementation of Facebook in language learning contexts.
Original languageEnglish
Pages (from-to)357-370
Number of pages14
JournalAcademic Research International
Volume3
Issue number2
Publication statusPublished - Sep 2012

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