An investigation into efl university students’ use of facebook in learning english

The results show that most EFL University students at Quy Nhon University have used Facebook for English learning but they have not yet made use of it because of several reasons such as

QUY NHON UNIVERSITY

LE THI MY DUYEN

AN INVESTIGATION INTO EFL UNIVERSITY STUDENTS’ USE OF FACEBOOK

TRƯỜNG ĐẠI HỌC QUY NHƠN

LÊ THỊ MỸ DUYÊN

NGHIÊN CỨU VỀ VIỆC SỬ DỤNG MẠNG XÃ HỘI FACEBOOK TRONG VIỆC HỌC TIẾNG ANH CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH

Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh

Mã số: 8140111

Người hướng dẫn: TS Hà Thanh Hải

ABSTRACT

This paper attempted to investigate the use of Facebook in learning English by EFL University students at Quy Nhon University The data were collected by means of questionnaires and interviews and analysed both quantitatively and qualitatively

The results show that most EFL University students at Quy Nhon University have used Facebook for English learning but they have not yet made use of it because of several reasons such as students’ distraction by entertainment news, no appropriate learning schedule with Facebook, bad health effect, unreliable resources of information on Facebook, unstable wifi in schools,…

The findings were discussed and served as the basis to put forward some proposals for English learning via Facebook

It is hoped that the results of the research might be useful for learners and teachers of English in using Facebook for English learning and teaching Based on the findings, suggestions were given for development of using Facebook in learning English First, University leaders should provide students with good facilities in order to help the EFL University students in particular and all students in general learn English efficiently Second, free-wifi network with a strong and stable speed at any corner of campus is of necessity Third, the lecturers should introduce some reliable English pages

on Facebook to students Four, students’ families should guide and facilitate students to get acquainted with this new English learning method Next, students should have an attitude of self-discovery, learning, actively seeking and selecting English pages on Facebook that are appropriate to their needs and abilities Finally, it is recommended that the university leaders and lecturers need to create good conditions to help the EFL University students learn English through Facebook effectively

STATEMENT OF AUTHORSHIP

I declare and confirm with my signature that this graduation paper is exclusively the result of my own work based on my research and literature published I also declare that no part of the graduation paper has been used in another paper

Author _

(signature)

Lê Thị Mỹ Duyên

Secondly, I am greatly indebted to the lecturers of my course for their valuable suggestions

Thirdly, I am thankful to the EFL University students at Quy Nhon University for their completion of the questionnaire and valuable information

Finally, I deeply owe my family, especially my parents whose continuous encouragement, support and love have helped me during my project

TABLE OF CONTENTS

ABSTRACT i

STATEMENT OF AUTHORSHIP ii

ACKNOWLEDGEMENTS iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS vii

LIST OF TABLES viii

LIST OF FIGURES ix

CHAPTER 1 INTRODUCTION 1

1.1 Rationale 1

1.2 Aim and Objectives of the Study 3

1.2.1 Aim 3

1.2.2 Objectives 3

1.3 Research questions 4

1.4 Scope of the Study 4

1.5 Significance of the Study 4

1 6 Structure of the Thesis 5

CHAPTER 2 LITERATURE REVIEW 7

2.1 Theoretical Background 7

2.1.1 “Social network” and “Facebook” 7

2.1.2 “Web-based learning” and Its Importance 12

2.1.3 English Language Self-directed Learning 16

2.1.4 Information Communication Technology (ICT) in English Language Teaching and Learning 19

2.2 A Review of Previous Studies Related to the Study 24

CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY 34

3.1 Research Design 34

3.2 Participants 35

3.3 Research methods 36

3.3.1 Questionnaire 37

3.3.2 Interview 38

3.4 Data analysis 38

3.5 Research Procedures 40

3.6 Discussion of Reliability and Validity: 4040

Chapter 4 FINDINGS AND DISCUSSION 41

4.1 Overview 41

4.2 Findings of the Research 41

4.2.1 The EFL University students’ awareness of using Facebook to learn English 41

4.2.2 The ways FFL University students use Facebook and its resources 43

4.2.3 The advantages and disadvantages students encounter when learning English on Facebook 43

4.3 Discussion of the Findings 53

4.3.1 Time spent learning English via Facebook by EFL University students at Quy Nhon University 53

4.3.2 Opinions on Impact of Facebook on English skills Improvement 54 4.3.3 Opinions on the Reasons for Using Facebook in English learning 54 4.3.4 The Impact of Facebook on the Language Learning Motivation 54

4.3.5 Benefits of the current situation in using Facebook to learn English by the students 55

4.3.6 Limits of the current situation in using Facebook to learn English by the students 56

4.4 Summary 57

Chapter 5 CONCLUSION AND IMPLICATIONS 59

5.1 Conclusion 59

5.2 Implications for Practical Solutions 60

5.2.1 Implications for the University 60

5.2.2 Implications for Lecturers 61

5.2.3 Implications for Students 61

5.3 Limitations of the Study 62

5.4 Suggestions for Further Studies 63

REFERENCES 64 APPENDIX

SNSs: Social Networking Sites

WWW: World Wide Web

LIST OF TABLES

Table 3.1 The information about the participants 36

Table 4.1 Students’ awareness of using Facebook to learn

Table 4.2 Frequency of Facebook access to learn English 45 Table 4.3 The features of using Facebook of the students 45 Table 4.4 Places students access Facebook to learn English 47

Table 4.5 Students evaluate which skills are improved when

Table 4.6 The advantages of using Facebook to learn English 48

Table 4.7 The disadvantages of using Facebook to learn

LIST OF FIGURES

Figure 2.1 The number of Facebook users in Viet Nam

Figure 3.1 Quantitative data collection procedure 38

Figure 3.2 Qualitative data collection procedure 39

Figure 4.1 The necessity of using Facebook in English

Figure 4.2 The main purposes of accessing Facebook 43

Figure 4.3 The average time per day each student spends

Figure 4.4 Learning forms used to learn English via

CHAPTER 1 INTRODUCTION

This chapter addresses some following sections: (1) the rationale of the research, (2) the aim of the study, (3) the objectives of the study, (4) the research questions, (5) scope of the study and (6) the significance of the study

1.1 Rationale

Among the vast variety of online tools available for communication, social networking sites (SNSs) have become the most modern and attractive

tools for connecting people throughout the world (Aghazamani, 2010) The

first SNS was created in 1997 in the name of Sixdegree.com, and now there are hundreds of social networking sites all over the world (Boyd & Ellison, 2007) The integration of SNSs into academia transforms the way people connect and communicate with one another and create a new paradigm of learning or new literacy Besides, it is observed that students pay more attention to social media than they do to their studies Therefore, it is of great importance to combine using Social Networking Sites and studying in order to create a new and helpful learning habit

Academic excellence or achievement plays an important role in an individual placement Due to this, many people are concerned with the ways they can enhance their academic achievement These days, with the increasing popularity of computers and interactive multimedia, teacher-centered learning will inevitably give way to a more meaningful and enjoyable learning environment That is the use of SNSs in learning

In Vietnam, Facebook is a social networking service launched in February 2004 It was founded by Mark Zuckerberg with his college roommates and fellow Harvard University students Eduardo Saverin, Andrew McCollum, Dustin Moskovitz and Chris Hughes (Grossman, 2010) But later,

this site allows users to build social networks with hundreds or even thousands of people around the world of which university students are one of the primary demographics using Facebook In 2012, Facebook has over one billion active users, more than half of them using Facebook on a mobile device In 2018, the number of Facebook users in Vietnam reached 33.86 million, up from 29.29 million in 2016 Users must register before using the site, after which they may create a personal profile, add other users as friends, and exchange messages, including automatic notifications when they update their profile The millions of social networking sites have transformed the thought of global village into a reality whereby billions of people communicate through SNSs Numerous benefits have been obtained through distant communication through the use of SNSs The quick rise in popularity

of SNSs began in the last decade partly because of their extensive usage by school and university students According to Ellison, Steinfield & Lampe (2007), for example, a significant number (approximately 73%) of Internet-using teenagers have joined SNSs by the end of 2009, with almost half of them (38%) visiting SNSs daily Many studies have identified its potential for English language learning (ELL), particularly in search of new strategies

to overcome the deterioration in students’ achievement (Idris & Ghani, 2012) Currently, Facebook is used by many people to connect with their friends and relatives around the world The use of Facebook has grown so fast that it has even attracted the attention of university students

These days, in the context of globalization along with the great development of humanity and social network, Facebook and English (the global language) are two essential elements for studies, work and entertainment of people at all ages, especially they are very popular with foreign students With its diverse and convenient features, users no longer

regard Facebook as merely an entertainment tool, but have used it as a tool to improve their knowledge, especially to enhance their English language Specifically, more and more students use Facebook as a modern, effective and interactive learning tool However, learning English from this SNS still poses many obstacles to learners Students have many difficulties in accumulating information, choosing knowledge from many different sources and finding an appropriate method of learning English through Facebook Based on the actual needs, the researcher conducts the study entitled: “An investigation into EFL University students’ use of Facebook in learning English”

1.2 Aim and Objectives of the Study

1.2.1 Aim

The research aims to find out the use of Facebook to serve the English language study needs of the EFL university students in Binh Dinh Thus, the researcher evaluates the use of Facebook and its resources for English learning by the students The analysis of these can help to draw assumptions about benefits and limits when students approach Facebook to learn English Compared with the world experiences, this can direct us to some implications for English classes as well as for self-directed learning for students of the English language

1.2.2 Objectives

To achieve the aim of the study, the research focuses on the following objectives:

- To investigate the EFL students’ awareness of using Facebook

- To study how Facebook and its resources are used in learning English by students

- To find out the benefits and limits students face when approaching Facebook

to learn English

1.3 Research questions

In order to achieve the above aim and objectives, the researcher collects data and analyzes it in order to answer the following questions:

1 What is the EFL students’ awareness of using Facebook?

2 How is Facebook used by students to learn English?

3 What benefits and limits do students face when approaching Facebook to learn English?

1.4 Scope of the Study

In this part, the research mentions the scope of the time, the setting and participants, the issues and the data

The research is only be carried out in the academic year 2021–2022 The research is conducted at Quy Nhon University in Binh Dinh province with the participants of the 200 students (50 freshmen, 50 second-year students, 50 third-year students and 50 fourth-year students) Besides, the data

is collected from questionnaire and interview conducted by the researcher

There are many factors relating to using Facebook in learning, but in this research, the researcher only focuses on one issue: the use of Facebook in learning English The reasons for this choice are that the research cannot cover all of the issues and problems in a short time and this choice is also

suitable for the reality of the teachers and students in the pandemic

1.5 Significance of the Study

By doing this study, it is hoped that the study's results will be contributory in several aspects: theoretically and practically

Theoretically, up to now, Facebook has many benefits in different fields The research should be seen as further contribution in understanding

students’ use of Facebook in learning English Nevertheless, there has not been any research on EFL University students at Quy Nhon University in relation to learning English through Facebook Thus, this study is a new aspect to gain new insight into the relation between the practice and the approach In addition, it provides a valuable reference for the readers who are interested in developing students’ skills thanks to this site

Practically, this study provides teachers and students with information about the appropriate use of Facebook in learning English Using the information provided in this study, it is hoped that using Facebook in learning English becomes a new learning style for students Moreover, the result of this research not only gives positive implications to EFL students but also helps them have additional experience in learning English through Facebook

1 6 Structure of the Thesis

The study includes 5 main chapters as follows:

Chapter 1: Introduction

Chapter 1, Introduction, presents the background information of the study consisting of the rationale of the study, the aims and objectives of the thesis, research questions, the scope of the study, the significance and organization of the study

Chapter 2: Literature Review

This chapter, Literature Review, presents the overview of using Facebook to learn English and theoretical background related to the study focusing on concepts of “Social network”, “Facebook”, “Web-based learning” and the importance of Web-based learning, English Language Self-directed Learning, ICT and ICT in teaching and learning In addition, a brief review of previous studies related to the topic are also mentioned in the study

Chapter 3: Research Design and Methodology

This chapter deals with the research design, research methodology, description of population and sample, data collection, instruments for analysis, data analysis as well as research procedure This study uses both qualitative and quantitative information collected from a survey with questionnaires and interviews to determine the EFL university students’ awareness of using Facebook, reality of using Facebook to learn English by the surveyed students, advantages and disadvantages students face when approaching Facebook to learn English There are 200 participants in this survey (50 freshmen, 50 second-year students, 50 third-year students and 50 fourth-year students) It is closed with discussion of reliability and validity

Chapter 4: Findings and Discussion

This chapter analyses, describes and illustrates the use of Facebook to learn English by the EFL University students The discussions about the results are also demonstrated and the data of the interviews are also analyzed

in order to give more explanations for the findings of the study The chapter outlines what the researcher found out in relation to the three research questions

Chapter 5: Conclusion and Implications

This chapter summarizes the development of the study and then offer some ways to overcome the shortcomings of the current situation Finally, limitations of the study and suggestions for further research are also mentioned in this chapter

CHAPTER 2 LITERATURE REVIEW

2.1 Theoretical Background

2.1.1 “Social network” and “Facebook”

2.1.1.1 Social network

There are several definitions of the concept of a social network

A social networking site (SNS) is an online platform or medium used to establish social networks or social relations among individuals who share interests and activities Most social networking services allow users to share their opinions, interests, activities and events within their individual networks The SNSs are web based and provide means for users to interact over the internet in various ways such as e-mail or instant messaging According to Boyd and Ellison (2007), SNSs are web-based services that allow individuals

to construct a public or semi-public profile within a bounded system, articulate a list of other users with whom they share a connection, and view the pages and details provided by other users within the system

Evans (2008, p.131) stated that “Social media involves a natural, genuine conversation between people about things of mutual interest, a conversation built on the thoughts and experience of the participants It is about sharing information and arriving at a collective point, often for the purpose of making a better or more-informed choice”

To the other extreme, Safko and Brake (2009) adopt a more generalized

approach and propose that social media are: “[ ] activities, practises and behaviours among communities of people who gather online to share information, knowledge, and opinions using conversational media Conversational media are Web-based applications that make it possible to

create and easily transmit content in the form of words, pictures, videos, and audios.” (Safko and Brake 2009, p.6)

Solis (2007) gives emphasis to conversation and interaction: “[ ] online tools that people use to share content, profiles, opinions, insights, experiences, perspectives and media itself, thus facilitating conversations and interaction online between groups of people.”

Weinberg (2009, p.149) notes that “Social network relates to the sharing of information, experiences and perspectives throughout community- oriented websites Social network is a generic term for sites that are used to connect users with similar backgrounds and interests” Most social networks

have the same basic features: a personal profile, the ability to add friends, photo albums and a variety of ways to interact with friends and their content Generally speaking, social networks fall into one of two main categories: popular and niche Popular social networks have a broad appeal and gather millions of users Some current examples are Facebook, a general-purpose social network that appeals to the masses

Victoria and Vaughn (2011, p.219-225) claim that social network is a place where individuals interact with one another on the Internet and create a system of transmission of information that is community-based

Ahmad (2011) believes that SNSs have evolved as a combination of personalized media experience within social context of participation He makes a distinction between SNSs and other types of computer-mediated communications because in SNSs, profiles are publicly viewed; friends are publicly articulated, and comments are publicly visible

This research uses the definition of “social network” of Weinberg because it relatively demonstrates a full description of social network features

2.1.1.2 Facebook

Facebook was created in February 2004 by Mark Zuckerberg, Dustin Moskovitz and Chris Hughes as a site for Harvard students only As of March

2008, Facebook reported having 67 million active users, with more than half

of them returning daily and spending an average of 20 minutes per day on the site (Facebook, 2008)

Facebook is also used the most in Vietnam and the number of Facebook users could reach 45.03 million in 2016 and the number of Facebook users in Vietnam reached 63.28 million in 2019, up to 65,03 million

in 2022 (Statistic.com)

Figure 2.1 The number of Facebook use in Viet Nam from 2016 to 2022

Facebook is considered as one of the most popular social networking sites which allow users to post information, share pictures, chat with others, and collaborate wit hin the system Facebook usage encompasses both the simple use of the platform and the extent of cognitive immersion into the site Its use implies the presence of individual users on the social website, time spent on this platform, frequent visits, and the nature of the activities performed People from different age ranges interact and exchange content; they share videos and pictures, discuss subjects, chat, publish advertisements for group events, or play available applications Younger generations (e.g.,

45.03

63.28 65.03

0 10 20 30 40 50 60 70

Figure 2.1: The number of Facebook users in Viet Nam

from 2016 to 2022

students) spend many hours up to 8 per day surfing this socializing website

We presume that an extensive presence on Facebook and the resulting increased levels of information flow management requirement engage students in these tasks while they engaged in constant interactions and socialization, which prohibit them from focusing appropriately on their academic tasks (Chen, 2010)

Like most social network sites, Facebook provides a formatted web page into which each user can enter personal information, including gender, birthday, hometown, political and religious views, e-mail and physical addresses, relationship status, activities, interests, favourite music and movies, educational background and a main personal picture Today, Facebook is comprised of all types of people, but college students still make up the largest percentage of active Facebook users, which is roughly 30% of all users (Insidefacebook.com, 2009) To date, Facebook serves roughly 500 million people enabling them to share multitudes of information and connect with others (Fletcher, 2010)

According to Acquisti and Gross (2006), Facebook is used widely to offer attractive means for interaction and communication, but raises privacy and security concerns Facebook is considered to be a type of social network for college and high school’s students

In conclusion, Facebook is a social networking site on the Internet which provides users with a lot of useful features such as allowing users to post information, sharing pictures, chatting with others, and collaborating within the system

2.1.1.3 Facebook: Potential Network for Learning

Recently, Facebook has become a popular social networking increasing rapidly Mazer, Murphy and Simonds (2009) show that Facebook

facilitates peer interaction by enabling students to share, reflect and learn each other Moreover, the interaction process promotes critical thinking, thus improving student’s learning performance

Facebook is used as a supplement to the learning course, students learn the 21st century skills particularly, writing about certain topics and sharing it in the group A Facebook group is a page that any Facebook user can create that others can join, allowing group members to interact based on a common interest, affiliation or association Facebook groups may be open to anyone, or joined by invitation only A Facebook group allows its members to create a community by promoting, sharing and discussing common topics (definition from Techopedia)

In addition, Ooi and Lho (2010) reported that students in Chinese language learning course were satisfied with their Facebook group because it provided an environment in which they could share resources and comments from others, thus promoting learning Also, Schroeder and Greenbowe (2009) showed that people in Facebook groups addressed complex topics and provided detailed replies and these discussions in Facebook groups promoted high-level thinking skills

Towner, Van Horn, and Parker (2007) conducted a study revealing that Facebook was an abundant learning resource The findings showed that

56 percent of participants found Facebook a great tool for setting up classroom-relating activities, out-of-class discussion, updating class notifications, setting up meetings and creating self-study groups

Similarly, Facebook was believed to be useful in educational aspects such as (1) promoting peer collaboration, (2) enhancing communication (3) academic materials sharing and (4) improving skills (Mazman & Usluel, 2010; Shaw, 2016)

Moreover, Facebook can enhance communication between teachers and students Facebook was thought to be a new environment where people from different places could hold a sharing conversation together (Shaw, 2016) Besides, Facebook created an active environment for users to interactively share interests and concerns with other people (Toker & Baturey, 2019) Therefore, instructors intending to form a relationship with students during the teaching process might find Facebook an effective way to establish connections (Roblyer, 2010) For students, they found it easier and more open

to have online talks with their lecturers on Facebook and agreed that Facebook provided an open line of communication between instructors and students (Sturgeon & Walker, 2009)

In summary, Facebook has a lot of benefits and it would be considered

as a platform for online language learning

2.1.2 “Web-based learning” and Its Importance

2.1.2.1 Web-based Learning

Over recent years, there has been a considerable growth in the use of educational materials over the World Wide Web (WWW) While remaining as a super database of information by connecting the world together with the aid of a user-friendly WWW interface, the Internet is being transformed into a brand new educational model for almost every business sectors This trend was even leading toward the changes of humans’ way of life The growth of information and communication technology, especially Internet-related technology, has changed how, what, who, when, where and why we learn (Chan, 2002)

Web-based learning environments have been developed mainly by instructional designers using traditional design models such as the instructional systems design, cognitive flexibility theory, and constructivist learning environment (Dick & Carrey, 1996) However, many of these

approaches still lack two important considerations needed for implementing learning applications based on the Web: (1) integration of the user interface design with instructional design, and (2) development of the evaluation framework to improve the overall quality of Web-based learning environments

Alessi and Trollip (2011) claim that Internet-based learning is learning process which uses World Wide Web or Internet as a means or method of imparting knowledge for teaching and studying as well It also offers many other services, not only the web, but also email, file transfer facilities, etc

According to a study conducted by Jithin and Sreeja in the research of Effectiveness of Social Media in Education, about 90% of people are using Web-based Learning of age limit between 18 and 29 years old The study showed that this age group is the most active group, which uses Web-based Learning

2.1.2.2 The Importance of Web-based Learning

The evaluation of Web-based learning environments is a continuing process throughout the development lifestyle (Belanger & Jordan, 2000)

Web-based education in particular can promote independent learning

by giving learners the means to access information flexibly and individually Murray (1999) states that educators can creatively use this new medium to

provide learners with opportunities that are “beyond the present scope of the classroom” (p.22) by enabling them to enter “a computer-generated second language community” (p.22), in which learners are frequently exposed to the

internet for their education

Baharuddin (2001), Stennes (2008), Sarıca (2008) and Wasim (2014, p.448) emphasized the importance of Web-based learning Firstly, it allows students to access a wide range of informative knowledge at any location and

at any time and help them to study almost problems in any area of the world

Secondly, web-based learning is potential for learning actively and independently In addition, with web-based learning, students can learn in a group – collaborative and cooperative learning Learning via the web is said

to help in reducing the constraints and is able to provide a more flexible and efficient collaborative learning environment

According to Schank (1993), the flexible nature of the internet enables

the learner to choose relevant learning strategies, "to choose what to view, how long to view and how many times to view" Therefore, online learning

boots self-esteem, that is, the evaluation the learner makes of himself with

regard to the target language or learning in general, in other words, it is "a personal judgement of worthiness that is expressed in the attitudes that the individual holds towards himself”

Brophy & Allenman (1998) emphasizes the importance of learner control as a way of increasing students’ motivation Control enables individuals to make choices and to affect outcomes, which leads to the learner feeling more competent and the activity having more personal meaning and interest

According to Petra, Jaidin, Perera, and Linn (2016, pp 263-275), “A web-based learning offers the potential to support the development of the struggle in the 21 th century skills, which contributes to autonomous learning These skills include communication skills, numeracy, ICT skills, critical thinking skills and problem-solving”

2.1.2.3 Students’ Attitudes towards Web-based Learning

The growth of technology as an instructional tool is influenced by both teachers’ and students’ attitudes towards these technologies and their ability to use them sucessfully (Planow, Bauder, Carr, & Sarrar, 1993) Because this study will be based on students’ attitudes, the following

paragraphs are devoted only to students’ attitudes towards web-based learning

Language learning is not merely a cognitive task According to Candy

(1991, pp 295-296) “Learners reflect not only on their learning in terms of the language input to which they are exposed, but also on the strategies they need in order to achieve the goals they set.” As he says, “the how and the what of learning are intimately interwoven The overall approach a learner adopts will significantly influence the shape of his or her learning outcomes,”

which means that attitudes affect learning as an affective component Graham

(1997) defines affective variables as the “emotionally relevant characteristics

of the individual that influence how she/he will respond to any situation.”

(p.92) Other scholars, such as Schumann (1978) attach less importance to learners' emotions, claiming that social and psychological factors provide a more suitable description for students' reactions to the learning process Amongst the social and affective variables, self-esteem and desire to learn

appear to be the most crucial factors “in the learners’ ability to overcome occasional setbacks or minor mistakes in the process of learning a second [or foreign] language” (Tarone & Yule, 1989, p 139) and in shaping their

attitudes towards learning

Student attitudes toward learning is an important factor in eventual academic success, which means the more positive students are towards learning, the better and more they may learn (Ghasemi, 1996) Unfortunately, research literature dealing with students’ attitudes toward web-based learning is very small and therefore, this study aims to add more to the literature in this field

Gifford (1999) carried out a study to determine graduate students’ attitudes toward the time spent in taking a course via the Internet compared to taking a class in the regular classroom Graduate students completed a course

in research on curriculum and instruction taught entirely via a Web-based program and email Students would read articles and post their responses to given questions each week; they would read and post comments to assigned group members Results indicated that the majority of students felt that more time was spent on the Internet-based class than in the regular classroom They also indicated that self-discipline and self-motivation were necessary to

complete a course via the Internet

2.1.3 English Language Self-directed Learning

2.1.3.1 Self-directed Learning

The self-directed learning (Gibbons, 1993) is similar to self-regulated learning In a school context, self-directed learning refers to independent learning Modern education has called up to develop the habit and ability to learn in an independent way to successful learning objectives

According to Kim and Olfman (2014, p.150-160), “self-learning is the process of goals self-setting, self-planning, tasks self-performing and self- evaluation”, acquiring some abilities to identify their own needs and goals in

learning and build up the plan for their learning and perform it: how to learn, how long is needed, what learning strategies or other techniques should be learnt and adopted Self-directed learning is developed to guide students to decide on suitable learning styles and preferred tasks and evaluate what they have done

2.1.3.2 Materials for Self-directed Learning

In an EFL curriculum, materials are not only something like course books All tapes, videos, pictures, games are a package Materials should not only be authentic but also increase learner autonomy (Nunan, 1988)

In terms of authenticity, the materials should reflect the real world that

learners are living in and are going to take part in Learning is a dynamic

process of transferring “what students have learnt to new everyday settings of home, community and workplace” (Brandsford, Brown & Cocking, 2000)

Besides, according to Harmer (2007), basing on the evaluation criteria

of language material on practical considerations, layout and design, activities, skills, language type, subject and content, language materials for self-directed learning must be available and comprehensive to all learners who want to get involved so that they can decide on their learning when and where In addition, language materials for self-directed learning must be diversified with all kinds of activities that are appropriate for all learners’ needs, which means that the materials must provide enough communicative situations for learners and stimulate learners of all cognitive styles to practice Learners can

be trained all language skills they need and encourage them to employ all kinds of strategies They also contain clear guidance for self-learners to go ahead in their learning process and to evaluate each stage of their progress

These criteria were also referred to in the questionnaire as standards to evaluate resources from Facebook as well as the tools it supplies for English learning

2.1.3.3 Self-directed English Language Learning with Facebook

It can be seen that Facebook is beneficial to self-directed English language learning in the following aspects Facebook has a variety of interactive features and it attracts the users to play and enjoy it (Ellison, 2007) The Facebook provides a convenient environment for the development

of discourse communities with its varied participatory mechanisms The students can create their personal profile page allowing them to list interests and activities and share with others In addition, Facebook actually can help the students in completing their essays easier by participating in the Facebook

group discussion (Melor, 2012)

Using Facebook helps students acquire better writing and communication skills Students using social networking sites like Facebook were more creative in expressing themselves (Greenhow & Robelia, 2009)

Facebook is considered to be an online environment for learning of English The Facebook has now become popular, especially in educational settings Because it is in all cases available at home, it is free at university and coffee shops, students in general can access Internet for several hours a week Facebook has a huge international community and it can be a perfect place to learn English Facebook also has many groups and pages that are ideal for English learners

Facebook-based learning environment was said to involve beneficial functions helping to enhance students’ engagement such as instant interaction through comments and group setting (Towner, Horn & Parker, 2007) With these functions, learners could conduct online discussions via Facebook to help one another with their assignments without meeting in person Especially, Facebook usage was considered the most useful in case any learners missed in-class lessons because the platform helped them contact a classmate for class-related information fast and simple Therefore, students were better engaged in their learning

Using Facebook, students tended to look up learning materials more usually than going to traditional classes Moreover, unlike a traditional oral lesson in which teachers delivered instructive speech and students were listeners, Facebook groups could help to involve more students to interact with the instructors and form lessons jointly This improved students’ engagement in the subject and their confidence

2.1.4 Information Communication Technology (ICT) in English Language Teaching and Learning

2.1.4.1 Information Communication Technology (ICT)

The term Information and Communication Technology (ICT) is a combination of Information Technology (IT) and Communication Technology (CT) There are some definitions of ICT in the learning and teaching environment The term ICT is defined as a form of technology used for creating, presenting, storing, manipulating, and sharing information (Donnelly, McGarr,

& O'Reilly, 2011) It can relate to gear like computers, projectors, digital cameras, and so on, as well as software like Microsoft Word and PowerPoint (Wang & Woo, 2007) They also include software and applications related to computer and internet technologies (Tezci, 2010) Basically, ICT is a tool In this paper, ICT refers to hardware such as computers, projectors, digital cameras, and

so on, networks, and software applications that include both generic software applications (e.g., word processors, presentation software, email packages, web browsers, search and download) and computer-assisted language learning (CALL) software applications as well as useful websites for foreign language teaching (Davies et al, 2012)

According to Blurton (1999), Information Communications Technologies (ICT) is a diverse set of technological tools and resources used

to communicate, disseminate, store and manage information ICT plays an educational role in formal and non-formal settings

Besides, Sarkar (2012) defined ICT as the varied collection of technological gear and resources which are used in communication They are used to generate, distribute, collect and administer information They have become within a very short time, one of the basic building blocks of modern society

2.1.4.2 ICT in Teaching and Learning English

In a technology-based era nowadays, ICT integration in teaching is characterized by the equipment of technology devices to support the teaching and learning activities Furthermore, because learners are comfortable with technology and will study better in a technology-based environment, ICT integration in schools, particularly in classrooms, is a critical element Without a doubt, ICT is a valuable and innovative teaching tool influencing positively every aspect of the language teaching process The impact of effective use of ICT on learners and various aspects of the teaching process can be summarized as follows

Applying technology to the teaching process enhances and facilities students’ foreign language learning Altun (2014) states that computers, the internet, smart boards, cell phones, video games, music players, etc… are used in the target language learning process to raise students' motivation and language awareness Kuo (2009) supports that the blossoming of multimedia technology including visual aids, sounds, video clips, animations, and so on motivates learners, attracts their attention, and elevates their interest in learning What is more, the net connection enables students to achieve access

to a large number of authentic materials to form their English learning more enjoyable In a study of ICT use in education conducted by Dang, Nicholas,

& Lewis (2013) and Pham, Tan, & Lee (2018), the results show that students are more engaged and inspired due to the variety of interesting, contextualized topics using video clips and relevant examples The application of ICT in language instruction enables teachers to vary lesson presentation styles to motivate students of varying interests, provides learning opportunities outside the classrooms, and is perceived to cater more to individual differences In conclusion, ICT increases students' confidence and motivation by making school work more enjoyable

ICT has become one of the learning media that is widely used to improve the effectiveness and efficiency of the learning process because it provides multisensory stimuli that can help learners improve their English language abilities quickly (Garimella & Srinivasan, 2014) In fact, technology-aided language learning helps students acquire the language faster and more efficiently Teachers, for example, can send messages to pupils via e-mail without being constrained by time or location Students can also consult the teachers at any time and anywhere Students are neither receptacles of the information nor passive members of the learning community anymore Through website utilization, students now can also play

a role as connoisseurs of information, researchers, and analysts by analyzing various data and information that have been obtained In short, the use of e-mail, websites, or blogs in learning activities is expected to remove space and time restrictions

Thanks to the support of ICT, the role of teacher has gradually changed The teacher does not play a central role in a lesson, but acts as a coordinator in learner-centered teaching They are often perceived as tools that bring about changes in teaching styles, in learning approaches and even in access to information (Watson, 2005) Their use in education has changed the conventional ways of learning and proposes the need to rethink education in terms of a more current context (White, 2010) ICTs’ capabilities are fundamental to participation and engagement in modern information society They can be used by students to find, develop, analyze and present or communicate information, as well as to model situations and solve problems Furthermore, ICT enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows students to collaborate and exchange information on a wide scale (Crown, 2010) in

Shakeel Ahmad Khan, Bhatti and Aqeel Ahmad Khan (2011) This is just an umbrella term that covers communication devices like radio, phones, television, computer, newspapers and network hardware and software, satellite systems, and various services and applications that are associated with them, such as electronic mail and videoconferencing just to mention a few

Nguyen (2018) believes that the effective use of ICT in language education brings benefits to EFL teaching and learning because it creates authentic language environments ICT offers the availability of learning materials in authentic situations and real-life learning environments ICT in language teaching and learning is believed to have contexts that facilitate the development of second language abilities It provides language learners with rich, multidimensional learning environments, including opportunities to interact with native speakers, make virtual interactions with other learners, and access authentic materials, all of which are thought to be important for communicative competence and language acquisition (Felix, 2001; Mullamaa, 2010) Unlike traditional methods focusing on the mere transmission of knowledge, technology-based teaching reduces teacher-centered understanding and students' anxiety about language learning ICT is also a valuable tool for EFL learners to expand their vocabulary, practice pronunciation, and cultural understanding Students can communicate and completely participate in their learning as they acquire language skills and cultural awareness by employing technology for cultural knowledge They can strengthen their English language skills while also learning about the culture of native English speakers

Students in developed countries have trend to engage more in ICT rather than students in undeveloped countries Students of developed countries cannot image how their life would be without ICT (Marsida, 2015)

ICT is really advantageous for both teachers and learners in teaching and learning foreign languages Samira (2011) states benefits of ICT for learners such as: (1) ICT helps to increase the motivation of learners and thus to improve personal commitment and engagement, (2) ICT helps to enhance independent learning, (3) ICT promotes the collaboration and communication among learners, (4) the attainment and outcomes of learners are improved thanks to ICT

They are often perceived as tools that bring about changes in teaching styles, in learning approaches and even in access to information (Watson, 2005) Their use in education has changed the conventional ways of learning and proposes the need to rethink education in terms of a more current context (White, 2010) ICTs’ capabilities are fundamental to participation and engagement in modern information society They can be used by students to find, develop, analyze and present or communicate information, as well as to model situations and solve problems Furthermore, ICT enables rapid access

to ideas and experiences from a wide range of people, communities and cultures, and allows students to collaborate and exchange information on a wide scale (Crown, 2010) This is just an umbrella term that covers communication devices like radio, phones, television, computer, newspapers and network hardware and software, satellite systems, and various services and applications that are associated with them, such as electronic mail and videoconferencing just to mention a few

Sang (2011) widens the significant benefits of ICT in learners’ learning process In particular, it develops listening skill better It is common knowledge that people want to improve listening skill of a new language must need to practice frequently through audio, video recordings, authentic and software, podcasts and pronunciation software, etc On the Internet, learners

can be able to select updated materials which contribute to the effective performance of learners; for example, the improvement of grammar skills, coherence in committing ideas, syntax, etc The ability of specific scientific editing or presentation is also improved thanks to intelligent selection of materials on internet In addition, also thanks to ICT, students can increase their ability to take note effectively They were more likely to listen to the teacher and grasp the message, select the appropriate information and take notes that will be further exploited

In brief, in the digital age, ICT has become a critical resource in language education The implementation of strong digital activities can promote students' independent and collaborative learning, improve their linguistic skills and abilities, content acquisition, linguistic performance, and interaction among them, and make learning a more enjoyable experience

2.2 A Review of Previous Studies Related to the Study

Review of studies worldwide

Learning English through websites in general and through Facebook in particular is one of the most attractive topics drawing attention of many researchers all over the world

First of all, Lau, Li, Cheung and Liu (2005) analyzed the benefits of learning on the websites and the factors affecting the approach to this learning form of students in general In addition, the authors shared experiences to resolve possible technical errors when interacting with the online learning system

Bosch (2009) explores student use of Facebook at the University of Cape Town, as well as lecturer engagement with students via the new social media The researched students perceived Facebook as a way of exchanging message Not surprisingly, the main purpose in which the students use

Facebook is for social networking and seeking support from peers The FB uses for social connectivity is to keep members of specific academic courses

in touch with one another via the social networking website or share information among people who meet in the real world environment Students who were engaged in academic Facebook groups actively participated in these, and welcomed the use of the online social networking website for its academic purposes

According to Selwyn (2009), “Facebook appears to provide a ready space where the "role conflict" that students often experience in their relationships with university work, teaching staff, academic conventions and expectations can be worked through in a relatively closed backstage area”

In addition, Schroeder and Greenbowe (2009) reported that people in Facebook groups addressed complex topics and provided detailed replies, and that discussions in Facebook groups promoted high-level thinking skills

Besides, Muhammad, Norlida and Mohamad (2010) pointed out that Facebook is a useful online learning environment that supports English learning In addition, the authors also showed the positive influence of Facebook on the attitude, motivation, confidence and progress of learners in learning English

Davis and Yin (2011) also focused on another social networking and that is the reason why they did a study on the use of Twitter tool to improve college students’ business writing skills The result shows that Social Networking Twitter, which students are already using several times a day, can

be harnessed to help students improve their writing skills while reinforcing the three concepts in business writing: briefness, clearness, and conciseness This point of Davis and Yin’s research would raise the idea of doing the current study with the participants majoring Business English in COFER

Meanwhile the feature of closed group of Facebook was also studied by Rodliyah (2016) He investigates how social media, in this case of Facebook, can be incorporated in ELT through e-dialogue journal writing shared in a Facebook closed group English Education Department of a university in Bandung in Indonesia The findings indicate that the students responded positively to this activity and perceived improvement in their writing especially in vocabulary and grammar The power of learning and sharing from others is also emphasized

LaRue (2012, p.17-22) presented that “a case study using Facebook as

a virtual platform for a computer course designed for nursing students The words used to describe the course were: good rhythm, exciting, fun and interactive Among the lessons learned, highlights that: apparently a small group is a perfect size, the distribution of information to the students requires using multiple channels to notify friends who are not available during the session”

In addition, according to previous literature of Wang, Woo, Quek, Yang and Liu (2012), most students are concerned about their privacy and are unwilling to add unfamiliar people as their friend In this study, the Facebook group was initially open to the public so that students were not required to become friends with unfamiliar people

According to Venable (2012, p.10), “Teacher can utilize Facebook for class projects, for enhancing communication and for engaging students in a manner that might not be entirely possible in traditional classroom settings”

Venable also proposed that there are several reasons why learners should use Facebook in learning:

1 Inviting atmosphere This offers students an opportunity for active participation on a level playing field

2 Students are comfortable with Facebook Most students are already users of Facebook

3 Informal The informality inherent in Facebook’s connections lends to yet another reason students may be more willing to participate in activities here

4 Promotes collaboration Facebook’s design promotes social interchange between participants

5 Access to guest speakers

Dizon (2015) did a research on Japanese students’ attitudes towards the use of Facebook in the EFL classroom Based on the study result,

He suggests that the students perceived writing on Facebook to be a fun and engaging activity Facebook helped support an open and comfortable environment for language learning This re-confirms the statement made by

Jee (2011) regarding one of the affective benefits of Facebook “The friendly, fun environment of Facebook can help to reduce foreign language learner anxiety, especially in early stages of acquisition” Dizon’s findings also

correspond with the opinions held by the participants in Shih’s (2011) study who viewed Facebook as an interesting and low-stress method to learn English He insists that Facebook allowed the learners to easily comment and respond to others anytime and anywhere

Hatane and Wijaya (2010), based on the research on the impacts and efficacy of social networks as part of E-learning in English department, Petra Christian university in Indonesia, claims that the feature of Facebook discussion board gives some benefits to the students namely practicing their critical thinking, practicing their grammar and writing skills, practicing their non-verbal communication The students can join the discussion while opening their Facebook and most of students still prefer to do the discussion

in Facebook rather than in class Teachers must familiarize themselves with

Facebook and its various functions such as the discussion board as a way to integrate technology in their language classrooms

Suthiwartnarueput and Wasanasomsithi (2012) studied Facebook as a Medium for Discussions of English Grammar and Writing of LowIntermediate EFL 83 Students of a University in Thailand There is no official textbook or class for teaching or guiding grammar points as well as writing instruction The participants discuss grammar point that they do not know or the sentence structures, phrases or paragraph organization, etc and they got feedback from the teachers and Facebook users It might show that the participants would have learnt grammar and writing at somewhere and only discussed or asked about what they did not understand Therefore, Facebook is just a mean for discussion

Kabilan, Ahmad and Abidin (2010) investigated whether the students at universiti Sains Malaysia consider FB as a useful and meaningful learning environment that could support, enhance and strengthen their learning of the English language The study found that the students believed FB could be utilized as an online environment to facilitate the learning of English 71.6%

of the students in the research agreed that FB could be used to practice writing

in English Students had more positive opinion about the FB as an online learning environment because, they were able to use the language freely without worrying about making language mistakes Over 72% of the students agreed that FB could an environment for enhancing students' motivation to communicate in English As for writing, 67.3% students concur that FB is able to motivate them to do so 69.2% of the students had the opinion that FB could enhance their confidence to write in English Most of the students said

that writing in FB “create confidence”, “boost confidence” and “dare to communicate in English” The students also demonstrated their ability to

assimilate into the sociocultural practices in their own FB communities, to gain skills from the native users of the English language and engage in authentic written dialogues The authors also stated that with FB, the students would explore and become managers of their learning of English with the help of other members of FB, and their teachers This aspect of using FB will

be taken into consideration in the present study

The findings of the study done by Karimi, Ahmad and Khodabandelou (2013) provide evidence that FB is an innovative language-learning platform The Facebook in most respects, positively and meaningfully enhances learners’ knowledge and language skills particularly in terms of their grammar and writing skills

Keshta and Harb (2013) investigate the effectiveness of using a blended learning program on developing Palestinian learners’ English writing skills The study findings showed that there were significant differences at (α ≤0.05)

in the mean scores of the test in favor of the experimental group The findings also pointed out that there were statistically significant differences at (α ≤0.05)

in the participants' achievement level before and after implementing the blended program in teaching writing In the light of the authors’ study results, the researchers suggested adapting the blend in teaching English, holding educational courses and workshops for teachers in employing blended learning

to enrich the teaching, learning process to create effective learning environment that enhances self- learning and develops students’ achievement level

In another research done by Majid, Stapa and Keong (2015) about a kind of blended learning and its finding is that students prefer blended scaffolding strategies through Facebook for learning and improving the writing process and writing performance The students in the study agreed that the use of blended scaffolding strategies through Facebook would help