A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher

Yu, Li-Tang

doi:10.29140/jaltcall.v10n3.175

Cited by 12 publications

(9 citation statements)

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“…This research shows that interest has been found to play a key role in influencing students' learning participation. Yu (2014) has also suggested that by using Facebook in EFL language learning settings learners would have more opportunity to practice their language skills beyond the classroom sessions. Based on the research findings, one of the reasons shared by the participants as the cause for their enjoyment in group learning is that it provides them the unlimited timing for their learning.…”

Section: Resultsmentioning

confidence: 99%

“…The effectiveness of using Facebook for students in teaching English as a Foreign Language (ELF) has been found by researchers, for example, Khan et al (2016); Sulisworo, Rahayu, and Akhsan (2016). Yu (2014) has also conducted research on Facebook usage for EFL writing class which is found positive results for learning writing. Ramadhani (2018) has also found a similar result that the comments post on Facebook have enhanced and improved students' writing skills.…”

Section: Introductionmentioning

confidence: 99%

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Enjoying Learning Writing through Facebook Group

Aziz

Khatimah

2019

Lingua Cultura

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This research showed many English as a Foreign Language (EFL) students in Aceh struggle in learning English writing as they had a lack of interest in it. This descriptive qualitative study aimed to find out in what ways Facebook Group might facilitate the enjoyment of the students in learning this skill. The data were collected using interviews and was analyzed through thematic analysis. The interview was done one by one at a time. Ten students from UIN Ar-Raniry were purposely chosen for the interviews in this research. The research findings show that there are four themes found that caused the participants enjoyment of the learning writing in the group: (1) it provides unlimited timing; (2) it facilitates the participants’ freedom and creativity; (3) it provides the interactive feedback; and (4) it helps them in brainstorming the ideas. These four themes directly enhance the students’ situational interest in learning writing that related to an environmental factor, but it results in the development of their individual interest. This research suggests that the teacher should combine the learning process in the classroom with the Facebook group media to fasten the enhancement of the learners’ writing skills. For the learners, it is suggested that they should utilize their social media such as Facebook group not only as their communication media but also for developing their learning in writing.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enjoying Learning Writing through Facebook Group

Aziz

Khatimah

2019

Lingua Cultura

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“…Originally created for socializing, Facebook, just like other social media sites, is gradually being acknowledged by subject and language teachers who appreciate its value as a resource and sharing tool (Bissessar 2014: 122). Facebook has been used, for instance, to investigate whether it could help undergraduate students improve their English language proficiency, critical thinking, comprehension, skills, and motivation (Faryadi 2017), whether it could be integrated into a universitylevel English writing course (Yu 2014), whether it could support collaborative activities in higher education (Amasha and Alkhalaf 2014), or whether it could encourage learners' participation in information-sharing (Omar et al 2012).…”

Section: Facebook In Language Teaching and Learningmentioning

confidence: 99%

The World of English Teachers in a Facebook Common-Interest Group

Dzięcioł-Pędich¹

2018

Crossroads

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In view of the fact that teacher discussions in professional online communities are not frequently researched, the author decided to conduct a small scale study with the aim to analyse discussions held by members of two Facebook groups for English language teachers. The findings show that members of both groups want to know how they could help their students, and discuss their own professional and personal needs. Moreover, members of both groups show their appreciation not only towards practical solutions, but also towards the theoretical content suggested by others. Furthermore, the analysis has revealed that language teachers need to be constantly motivated, inspired and reassured that they are doing their job well. Finally, the findings show that, apart from creating their own personal learning networks in Facebook groups, their members treat them as arenas for promoting their products, services, or events.

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“…Facebook is one of the social networking sites that permit members to post, share their opinions, photos and events on their walls or give comments, and it is considered as today's most popular online community (Queens Liberty, 2017). In English language teaching, many researchers have used Facebook as an interactive tool to enhance students' English proficiency and promote learning (Schoper & Hill, 2017;Tahir & Suriaman, 2014;Yunus et al, 2012;Yu, 2014;Bissoonauth-Bedford & Stace, 2015;Rodliyah, 2016;Ping & Maniam, 2015;Tananuraksakul, 2014). One of the means that researchers use Facebook for building online communities is using Facebook Group or Facebook Discussion Group to teach writing (Yu, 2014;Bailey, Park, & Haji, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In English language teaching, many researchers have used Facebook as an interactive tool to enhance students' English proficiency and promote learning (Schoper & Hill, 2017;Tahir & Suriaman, 2014;Yunus et al, 2012;Yu, 2014;Bissoonauth-Bedford & Stace, 2015;Rodliyah, 2016;Ping & Maniam, 2015;Tananuraksakul, 2014). One of the means that researchers use Facebook for building online communities is using Facebook Group or Facebook Discussion Group to teach writing (Yu, 2014;Bailey, Park, & Haji, 2017). A discussion group provides an online location where documents, files, and photos can be stored for learning (Dudeney & Hockly, 2014).…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Linguistic and Localised Features of Thai in English Writing on Facebook Closed Group

Karanjakwut

2018

ALLS

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The research aimed at 1) To investigate students’ linguistic features of Englishes found in writing in the Facebook closed group’s posts and comments, and 2) To investigate types of characteristics of localised features of Thai in English writing found in students’ writing in the Facebook closed group’s posts and comments. The participants were the second-year English major students who enrolled the course entitled “Teaching English Writing skill 1” at Bansomdejchaopraya Rajabhat University in 2018. The data were collected from the students’ writing in the Facebook closed group’s posts and comments and analysed with the qualitative method. The finding showed that the posts were mainly about life-learning. For linguistic features, syntactic features were mostly found in parts of speech, punctuation, verb tenses, and capitalisation, and lexical features were mostly found in word choices and spelling. In the aspects of localised features of Thai in English writing, the characteristics of translation and transfer were found the most, and the rest were code-switching, code-mixing, shift, and reduplication.

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A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher

Cited by 12 publications

References 0 publications

Enjoying Learning Writing through Facebook Group

Enjoying Learning Writing through Facebook Group

The World of English Teachers in a Facebook Common-Interest Group

An Investigation of Linguistic and Localised Features of Thai in English Writing on Facebook Closed Group

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