INTRODUCTION
Background to the study
English has become a global language that significantly influences various aspects of our lives, making it a compulsory subject in most Vietnamese universities Students learn four essential skills: listening, speaking, reading, and writing, but often struggle with speaking confidence This issue is prevalent among EFL students in the Faculty of Foreign Languages at Vietnamese universities The root cause lies in the education system, where students primarily focus on grammar and reading in primary, secondary, and high school to achieve high test scores and pass national exams, leading to the neglect of pronunciation, speaking, listening, and vocabulary development.
Acquiring excellent communication skills offers numerous advantages for students, impacting both their academic success and future careers To effectively communicate in a foreign language, students must build a robust vocabulary and learn to use words accurately (Nguyen, Khuat, 2012) English teachers should prioritize empowering students and creating meaningful communicative situations, rather than merely focusing on memorization of structures and rules Familiarity with words commonly used in daily conversations is essential for understanding spoken language Consequently, students must not only remember the meanings, spellings, and pronunciations of words but also engage with them in various contexts to achieve proficiency in verbal communication.
The rapid advancement of technology has significantly influenced educational practices, particularly in English language teaching (ELT) Rana (2013) emphasizes the necessity for educational institutions globally to adopt technology to enhance students' digital skills, which are vital for effective English language acquisition Similarly, Pun (2013) asserts that while the evolution of technology is unstoppable, English educators must find effective ways to integrate technology into training programs rather than treating it as a separate entity Ultimately, the development of technology has profoundly impacted both learning and teaching models in the ELT field.
Social networking sites, particularly Facebook, represent a significant evolution in technology, especially in the context of education Facebook has emerged as a vital multimedia channel that supports extracurricular activities in English as a Foreign Language (EFL) classes, capturing the attention of educational stakeholders Research by Wong, Kwan, and Leung (2011) highlights that both students and teachers engage with Facebook daily, leading to an increase in its use among English language educators for promoting information sharing, interaction, and collaboration in the target language Samuels (2013) notes that the development of social media is steering foreign language education in new directions Furthermore, Facebook is recognized as a promising virtual learning environment for English language learners, as its effective application can enhance student engagement in both in-class and out-of-class activities (Gachago & Ivala, 2012; Kabilan).
A closed Facebook group can serve as an informal learning environment, promoting collaborative learning among participants (Patahuddin & Logan, 2015) Originally designed for social interaction, Facebook has evolved into a platform that enables online communities, allowing students to coordinate and learn together Its popularity and accessibility make Facebook a promising tool for English language acquisition, appealing to a diverse global audience.
A community of practice is defined as a group that shares knowledge and practices within a specific domain (Wong et al., 2011) This concept has gained traction in higher education, emphasizing communication and collaborative problem-solving Facebook, with its focus on online interaction and information exchange, serves as an ideal platform for fostering such communities in virtual learning environments This paper will explore how Facebook can be utilized as a community of practice, enabling students to recall and practice vocabulary while examining their perceptions of this application in their learning journey The findings aim to enhance the educational experience for both language educators and students in EFL contexts, particularly in Vietnam.
Statement of the problem
In the Vietnamese educational context, despite various reforms in English language teaching, the results remain unsatisfactory, particularly at the tertiary level, where graduates fail to meet the expectations of educational stakeholders regarding English proficiency (Phuong Hoang Yen, 2015; Dang Tan Tin, 2012) Vietnamese students' English skills are notably lower than those of their peers in Asia, with many lacking confidence in their speaking abilities, primarily due to insufficient vocabulary and limited opportunities to practice in real conversations This aligns with Mumary's (2017) findings that inadequate vocabulary knowledge is a significant barrier for students Therefore, enhancing vocabulary acquisition is crucial for boosting students' confidence in their speaking skills.
Empirical studies indicate that vocabulary learning should extend beyond the classroom, suggesting that incorporating extracurricular activities can significantly enhance students' vocabulary acquisition (Guo, 2011) Purposeful out-of-class activities serve as effective tools for promoting vocabulary growth Istvan (2016) summarized various vocabulary learning strategies, highlighting the necessity of practicing words in diverse contexts as a key component of effective learning To improve vocabulary among English learners, it is essential to provide opportunities for using words in sentences and to encourage repetition in writing Thus, out-of-class activities play a vital role in vocabulary development.
Prensky (2001) emphasizes that the majority of students are "digital natives," having developed a strong familiarity with technology well before entering university These tertiary-level students have significantly advanced their use of various technologies in both their social interactions and academic pursuits, as noted by Barczyk and Duncan.
In recent years, Facebook and other social networking platforms have significantly transformed education and teaching methods, particularly in Vietnam, where approximately 64 million users represent 3% of the global Facebook population A report by We Are Social indicates that nearly all tertiary students in Vietnam possess at least one Facebook account, with 92% using the platform regularly, highlighting its prevalence among students Furthermore, Facebook serves as a valuable supplementary learning environment, facilitating vocabulary acquisition and creating a community of practice that encourages informal interactions, sharing of knowledge, and vocabulary practice outside the classroom.
Recently, some studies have investigated the utilization of Facebook in English language acquisition by Vienamese researchers For instance, Tran Phuong
In 2016, it was found that Facebook serves as a motivating and reminding tool for students Additionally, Vu Doan Thi Huong Thao's 2019 study highlighted Facebook's effectiveness as a learning platform for culture courses in English However, there is a scarcity of research focusing on Facebook's specific role, particularly as a community of practice beyond the classroom, in facilitating vocabulary development (Hew, 2011).
Inspired by the popularity of Facebook among tertiary students and their limited English vocabulary, the author proposes using a closed Facebook group as a community of practice for first-year English majors This initiative aims to encourage participation in vocabulary learning activities outside the classroom, ultimately enhancing students' vocabulary knowledge Additionally, the study seeks to explore students' perceptions of using Facebook for vocabulary learning, acknowledging that, as noted by Dang Tan Tin (2012), neglecting students' perceptions in designing classroom activities can lead to unexpected results Thus, the current investigation prioritizes understanding these perceptions.
Aims of the study
The study aims to enhance vocabulary knowledge among first-year English major students at the University of Phan Thiet (UPT) by utilizing a Facebook group as a community of practice in extracurricular activities Additionally, it explores students' perceptions of how this closed Facebook group contributes to their vocabulary development To achieve these goals, the researcher has established specific objectives.
- To gain a description of how learning activities on Facebook group as a community of practice help students improve their vocabulary learning
- To explore the perceptions of the students toward the use of Facebook group as a learning community outside of the classroom for improving their vocabulary learning.
Research questions
In order to accomplish the above objectives, this study attempted to answer the following questions:
Extra-curricular activities within a Facebook closed group significantly enhance vocabulary learning for first-year English majors at the University of Phan Thiet (UPT) These activities foster a supportive community of practice, encouraging students to engage actively with their peers By participating in discussions and collaborative exercises, students can share resources, exchange ideas, and receive feedback, all of which contribute to a deeper understanding of vocabulary This interactive environment not only motivates learners but also provides practical applications of new words, ultimately leading to improved language skills.
(2) What are the students‟ perceptions of the use of community of practice via Facebook closed-group for improving their vocabulary learning?
Significance of the study
The significance of the study is as follows:
This study aims to enhance the existing literature on vocabulary acquisition through the use of Facebook closed groups as a community of practice It highlights how students engage more actively in communication within a virtual setting, allowing them to apply learned vocabulary in a practical environment Additionally, this approach provides students with increased exposure to words, fostering long-term retention and memory of the vocabulary they have studied in class.
This study aims to provide practical recommendations for enhancing vocabulary learning through supplementary activities outside the classroom by utilizing a closed Facebook group as a community of practice Engaging topics can stimulate increased interaction and postings from students, highlighting the importance of teachers investing time to understand their students' needs and interests By doing so, educators can effectively capture students' attention and foster their cooperation and participation in teaching and learning activities.
Scope of the study
This study focuses on a sample of seven first-year English majors from the "Speaking 1" class (K11NNA1) at UPT in Binh Thuan province, examining the use of a Facebook closed group as an extracurricular activity to enhance vocabulary development It specifically excludes other aspects of the English language, such as grammar and structure, and is limited to the Facebook platform, disregarding other social networking sites The findings are based on voluntary participation and feedback from the students, indicating that further research with larger sample sizes and longitudinal studies is needed for broader generalization across higher education institutions.
Definitions of key terms
In this research, there are four terms that require explanation for the sake of clarity and convenience for the reader, which are “Teaching in the Digital Age”,
“Facebook Group”, “Extra-Curricular activities”, and “Community of Practice”
"Teaching in the digital age" emphasizes the importance of leveraging modern information technology to enhance English education This study focuses on utilizing Facebook groups as a tool to improve vocabulary learning among first-year English majors, as implemented by the author, who is also an English teacher.
"Speaking 1" at University of Phan Thiet
A Facebook closed group serves as a virtual community where individuals can connect and engage around specific topics or simply socialize online (Murray and Weller, 2007) According to Yunus & Salehi (2012), these groups allow users to save profiles, upload and share photos, music, and messages In this study, the term refers to a group of seven students utilizing a Facebook group as an online community of practice outside the classroom, aimed at enhancing their vocabulary learning through interaction and discussion of topics posted by their English teacher.
Extracurricular activities are vital for students, offering experiences beyond the standard curriculum According to Lunenburg (2010), these activities fulfill similar goals as formal courses but also enable students to apply classroom knowledge in real-life contexts, fostering democratic engagement In this study, the focus is on how student discussions and interactions in a closed Facebook group can enhance vocabulary acquisition, helping them learn new words and practice previously learned ones in authentic conversations.
A community of practice consists of individuals united by a shared interest and a commitment to learning from one another through diverse experiences In this study, the focus is on a group of seven English majors dedicated to enhancing their vocabulary acquisition by participating in discussions and exchanging information on topics introduced by their instructors.
The organization of the study
The thesis is divided into five chapters as follows:
Chapter 1 serves as the introduction to the study, outlining its background and problem statement while defining the study's objectives and research questions It also delineates the scope and significance of the research, provides definitions of key terms, and describes the organization of the thesis.
Chapter 2, Literature Review, provides a comprehensive overview of vocabulary teaching and learning, the role of learning diaries, and the impact of the digital age, particularly through platforms like Facebook and extracurricular activities It highlights the significance of social media in English as a Foreign Language (EFL) learning, the teaching process, and its influence on the younger generation in today's social media-driven environment.
Chapter 3, Methodology, outlines the research site, design, sample and sampling procedures, research instruments, data collection, and analysis methods The researcher employs a descriptive study approach for the collection and analysis of data.
Chapter 4, Results and Discussions, focuses on presenting the findings in a clear and narrative style, highlighting the unique aspects of the study compared to previous research This chapter emphasizes how engaging in Facebook group activities, specifically through a learning diary as an extracurricular task, enhances students' vocabulary acquisition and explores students' perceptions of learning vocabulary through these Facebook group activities.
Chapter 5 concludes the thesis by summarizing the key findings, discussing the implications of the research, acknowledging its limitations, and offering recommendations for future studies.
LITERATURE REVIEW
Introduction
This chapter provides a critical review of literature related to vocabulary teaching and learning practices It begins by highlighting essential characteristics of these practices, followed by an exploration of various types and sources of vocabulary in the English language The significance of vocabulary acquisition in learning English is emphasized, along with an analysis of effective teaching principles and strategies Additionally, it examines the role of digital tools and social networks, particularly Facebook, as effective extracurricular activities for vocabulary development Previous studies on the topic are also discussed, culminating in the proposal of a conceptual framework for the study.
Teaching and Learning Vocabulary
The study of vocabulary in English language teaching has garnered significant attention from prominent linguists, including Hornby (1995) and Neuman & Dwyer (2009) Hornby defines vocabulary as "the total number of words that make up a language" (p.1425), highlighting its fundamental role in language acquisition Similarly, Higgins (1988) emphasizes the importance of vocabulary in effective communication, underscoring its critical function in language learning.
“vocabulary is a list of words used in alphabetical order and with the descriptions of their meanings” Also, Neuman and Dwyer (2009, p 385) regarded vocabulary as
Effective communication relies on understanding key vocabulary, encompassing both expressive (speaking) and receptive (listening) language skills Vocabulary is essential for mastering the four core English language skills: reading, listening, speaking, and writing In the context of teaching English as a foreign language (EFL), vocabulary refers to the words taught in that language (Ur, 2012) This highlights the critical role of vocabulary knowledge in language acquisition; without a robust vocabulary foundation, language comprehension and usage are hindered Therefore, developing effective vocabulary learning strategies is crucial for both teaching and the English language learning process, which will be explored further in subsequent sections.
Linguistic researchers, such as Hatch & Brown (1995) and Harmer (2015), have explored different types of vocabulary, categorizing it into active and passive forms Active vocabulary includes words that learners can understand but may not yet use effectively, while Webb (2005) emphasizes that active learning enables learners to express their thoughts accurately Conversely, passive vocabulary encompasses words that students can comprehend through listening and reading, whereas productive vocabulary consists of words they can utilize in speaking and writing.
Thornbury (2002) categorizes words into two main types: grammatical words and content words Grammatical words, which include prepositions, conjunctions, determiners, and pronouns, serve a functional role in sentences In contrast, content words—comprising nouns, verbs, adjectives, and adverbs—carry significant information and are crucial for effective English communication Mastering an adequate number of content words is essential for conveying meaning clearly in conversations.
To enhance students' speaking skills, the focus should be on content words rather than functional words This study emphasizes the importance of teaching content words and productive vocabulary, as they are particularly beneficial for students enrolled in the "Speaking 1" course and align with the objectives of the thesis.
Vocabulary is essential in any language, as it enables individuals to think and articulate their ideas effectively Stahl (1999) emphasizes that a rich vocabulary enhances our understanding of the world Clark (1993) notes that words are fundamental for children to express their thoughts about various subjects Johnson (2002) highlights that language serves as a vital communication tool, relying on words for effective interaction However, acquiring vocabulary is a complex cognitive process, where learners must not only memorize new words but also grasp their correct usage Hammer (2015) argues that teaching vocabulary involves more than just introducing new terms and their meanings; it requires a comprehensive approach to ensure effective communication.
(2013), to know a word a learner has to know three aspects namely its form, meaning and its use
Table 2.1 outlines three essential stages of word knowledge: form, meaning, and use The form of a word encompasses its pronunciation, spelling, and relevant word parts Word meaning highlights the connection between a word's form and its specific definition Lastly, the use stage focuses on the grammatical functions, collocations, and contextual constraints, such as register and frequency To enhance students' vocabulary comprehension and application, it is crucial to provide comprehensive knowledge of each word, including its form, meaning, and usage.
Table 2.1 “What is involved in knowing a word?” Nation (2001, p.27)
Aspect Component Receptive Knowledge Productive knowledge
Form Spoken What does the word sound like? How is the word pronounced?
Written What does the word look like? How is the word written and spelt?
Word parts What parts are recognizable in this word?
What word parts are needed to express meaning?
Meaning Form and meaning What meaning does form signal? What word form can be used to express this meaning?
Concept and reference What is included in this concept? What items can the concept refer to?
Association What other words does this make people think of?
What other words could people use instead of this one?
Use Grammatical functions In what patterns does the word occur?
In what patterns must people use this word?
Collocations What words or types of words occur in this one?
What words or type of words most people use with this one?
Where, when, and how often would people expect to meet this word?
Where, when and how often can people use this word?
According to Thornbury (2000), successfully acquiring vocabulary in a second language involves overcoming key challenges, such as accurately connecting the form and meaning of words, as well as understanding the meanings of closely related words Additionally, learners must use the correct form that corresponds to the intended meaning To address these challenges, Thornbury categorizes English words into ten groups: word classes, word families, word formation, multi-word units, collocations, and homonyms.
(7) polysemy; (8) synonyms and antonyms; (9) hyponyms; and (10) lexical fields
2.2.3 The importance of vocabulary teaching in learning English
According to Wilkins (1972), vocabulary is essential for effective communication, as grammar alone is insufficient Lewis (1993) emphasizes that vocabulary is the heart of languages, while Tosun (2015) describes it as the backbone Hubbard (1983) highlights vocabulary as "a powerful carrier of meaning." Nation (1990) notes that English language learners should acquire 2,000 to 3,000 words for effective communication in various contexts, such as conversing with native speakers or engaging with media At higher educational levels, learners are expected to master around 5,000 words (Hirsh & Nation, 1992; Schmitt, 2000) Nation (2013) further asserts that to understand spoken or written content, students should comprehend 98% of the words, allowing them to infer the meaning of the remaining 2%.
Vocabulary is often regarded as the "core" of language, playing a vital role in English language acquisition alongside pronunciation and grammar (Lewis, 1993) A lack of vocabulary is a significant barrier for language learners, impacting their performance across the four essential skills of English (Mumary, 2017) For EFL students, vocabulary is crucial not only for expressing ideas clearly but also for enhancing speaking fluency In Vietnam, while students acknowledge the importance of vocabulary in learning English, many tend to learn it passively due to various factors (Nguyen Thi Thanh Huyen, Khuat Thi Thu Nga, 2003).
Vocabulary knowledge is essential for mastering the four skills of the English language, as highlighted by various researchers (August et al., 2005; Long & Richards, 2007) Harmer (2015) points out that limited vocabulary negatively impacts listening skills, while Thornbury (2002) argues that focusing solely on grammar hinders overall English improvement Instead, he emphasizes that learning words and expressions significantly enhances proficiency McCarthy (1990) reinforces this by stating that effective communication in a target language relies on vocabulary, regardless of grammatical knowledge Additionally, Long and Richards (2007) recognize vocabulary as a core component of language skills, crucial for academic success and social and professional integration.
Collectively, it can be concluded that without competence in vocabulary, English language learners hardly succeed in boosting essential English skills, including expressing themselves in communicating activities
2.2.4 Principles of learning and teaching vocabulary
While vocabulary education is not designated as a separate teaching period in English language training curricula, it is integrated into all four language skills This highlights the essential role of vocabulary in language acquisition, especially in learning English The process of vocabulary learning in English language teaching involves acquiring a collection of words relevant to specific contexts (Siriwan, 2007, p.19).
Mastering vocabulary involves several key principles, as outlined by Richards and Renandy (2008) These principles include selecting appropriate words, focusing on various aspects of those words, and gradually increasing the difficulty of vocabulary-related activities Additionally, it is important to limit forced semantic elaboration when students are initially learning new terms and to foster interest among students throughout the learning process.
To enhance vocabulary learning, it is essential to incorporate contextual cues and encourage learners to utilize dictionaries Frequent repetition of words within the module fosters retention, while promoting intentional vocabulary acquisition ensures deeper understanding Additionally, providing diverse exercises and activities beyond mere memorization can significantly benefit learners.
(1988) briefly presents the five principles of teaching vocabulary, including (1) objectives; (2) types of words and the number of words; (3) students‟ needs and interests; (4) frequent exposure and repetition; and (5) meaningful presentation
Therefore, it is strongly recommended that the complete meaning and form of each word should be clearly investigated before words are presented to students
To facilitate vocabulary acquisition and effective communication for English language learners, it is essential to examine and implement appropriate teaching and learning strategies that promote fluency and proper usage in various activities.
2.2.5 Strategies of learning and teaching vocabulary
Communities of Practice
The concept of "community of practice," introduced by Lave and Wenger (1991), serves as a vital component of social and situated educational approaches (Hoadley, 2012) This framework emphasizes practice and participation among individuals who share common interests and seek to expand their knowledge (Wong et al., 2011) One of the key features of communities of practice is their ability to facilitate discussions beyond traditional constraints of space and time, allowing for active engagement outside the classroom (Wenger, McDermott, & Snyder, 2002) This flexibility fosters a richer learning environment, encouraging ongoing learning and collaboration among members Additionally, Hung and Yuen (2010) highlight that communities of practice attract diverse individuals united by shared beliefs, reinforcing the idea that social engagement is fundamental to the learning process (Wenger, 1998).
According to Wenger (1998), communities of practice are defined by three functional characteristics: domain, community, and practice The domain refers to the shared topic or subject of interest that fosters a sense of commitment and engagement among members, guiding their learning and interactions The community encompasses the collaborative activities, discussions, and interactions that occur around this domain, creating a supportive environment where members can share information and learn from one another Finally, practice represents the collective tools, strategies, and ideas developed through shared experiences within the community, highlighting the collaborative nature of its members as practitioners.
Figure 2.1: Community of practice (adapted from Wenger, 1998)
The rise of the internet has transformed how people interact and learn, allowing English educators to leverage platforms like Facebook to create virtual communities of practice These e-learning environments enable students to practice English, enhance vocabulary retention, and improve word usage in various contexts (Schmitt, 2000) Virtual communities facilitate member interactions through electronic channels such as email, discussion forums, blogs, and wikis (Wong et al., 2011) By focusing on sharing best practices and generating new knowledge, these communities offer a collaborative learning space where students can exchange knowledge and engage with authentic topics provided by teachers, making it a valuable platform for vocabulary development and language competence.
2.3.2 Application of virtual community of practice in Education
Researchers Camus, Larson, and Prevost (2012) highlighted that promoting classroom interactions, encouraging students to become familiar with one another, and facilitating the exchange of understandings are key benefits of a community of practice.
Advancements in technology have empowered English learners to leverage online environments for communication, collaboration, and knowledge exchange in both social and academic contexts This virtual space allows users to not only acquire new information but also to identify personal goals for continuous improvement According to Yang (2009), communities of practice serve as ideal platforms for students to share insights and generate ideas based on their interests Wong et al (2011) highlighted that such communities enhance users' identities, responsibilities in information sharing, and community cohesion Wenger (1998) suggested that English educators can harness these environments for professional development and improved communication with colleagues, facilitating peer-to-peer collaborative learning without geographical limitations In research, virtual communities enable effective idea exchange and instant feedback among scattered researchers Increasing studies on this topic reveal emerging trends in learning and teaching dynamics Lave et al (1991) noted the challenges of knowledge transfer in formal instructional settings, emphasizing the importance of participation and recommending that learning should be grounded in practical, real-world experiences.
The advancement in communication and technology has transformed education, particularly at the tertiary level, by extending learning beyond traditional classrooms through various online courses The current study posits that leveraging communities of practice on platforms like Facebook can effectively engage students and significantly enhance their vocabulary acquisition.
Education in a Digital Age
The digital age, also known as the information age, began in the 1970s with the advent of personal computers, enabling rapid and free information dissemination This era is characterized by technologies that facilitate easy and quick information transfer Wilson (1997) posited that a robust educational theory should help learners envision new worlds, innovate based on learned theories, and uphold honesty Norman (1999) emphasized that effective educational theories must consider the context's affordances and limitations Additionally, Anderson (2008) described the World Wide Web as a complex technology offering diverse communication and information management tools, essential for effective education.
1 https://www.yourdictionary.com/digital-age
Online learning offers greater flexibility in terms of time and location compared to traditional campus-based training, making it a popular choice for both adult and teenage learners According to Singh (2003) and Bielawski and Metcalf (2003), blended learning aims to enhance the achievement of learning objectives by utilizing appropriate personal learning technologies tailored to individual learning styles, ensuring that the right skills are effectively transferred to the right individuals at the right time.
Social networks in EFL learning and teaching process
Social networks are commonly defined by researchers as platforms that facilitate connectivity, interaction, and collaboration among users According to Murray and Waller (2007), these networks serve as virtual communities where individuals can engage with one another on specific topics or simply socialize online Similarly, Mazman and Usluel (2010) describe social networks as a range of applications that promote group interactions, collaborative spaces, social connections, and the exchange of information in a web-based setting.
Social networking sites, particularly Facebook, offer users a variety of values and functions, including purposive value, self-discovery, entertainment, social enhancement, and maintaining interpersonal connectivity A study by Cheung, Chiu, and Lee (2011) highlights that social-related factors, such as maintaining interpersonal connectivity and social enhancement, along with entertainment value, play a significant role in user engagement Similarly, research by Boyd supports these findings, emphasizing the importance of these values in the social networking experience.
Social networks are software applications that enable interaction among individuals and groups, fostering social relationships (2003) According to Kaplan and Haenlein (2010), these Internet-based platforms allow for the creation and exchange of user-generated content, connecting users and facilitating information sharing They fulfill two essential human needs: strengthening existing relationships and meeting new people In 2010, Kaplan et al classified social networks into various categories, including collaborative projects, blogs, content communities, and social networking sites, with the latter being particularly prominent Social networking sites empower users to create, discuss, and modify content (Ahlqvist et al., 2008) Overall, the key functions of social networking sites include facilitating interactions, forming social connections, exchanging user-generated content, and enhancing existing relationships while allowing users to meet new individuals.
In today's technological era, students, often referred to as the E-generation, are increasingly engaged in online learning environments due to the rise of social networking sites that play a vital role in their daily lives Unlike a decade ago, they have the freedom to choose their study methods and locations Tertiary students, in particular, are eager to leverage technology to make their learning experiences more enjoyable and less stressful As a result, online social networks have gained significant attention from language educators and policymakers as effective tools for language teaching and learning These platforms are seen as a means to foster student interactions beyond the traditional classroom setting.
Social networking sites, as noted by Boyd and Ellison (2007), utilize various techniques, including user profiles and friend lists, allowing users to customize their profiles and share content such as comments, messages, photos, and videos Different social networks offer unique features regarding visibility and access, making them ideal for communication, particularly in English language education Nielsen (2012) highlighted a significant increase in time spent on these platforms, with a staggering 83 percent annual rise Among these, Facebook stands out as the leading social network, attracting the highest number of users and experiencing a substantial increase in total engagement time.
Social networks, particularly Facebook, have seen a significant increase in user engagement, with a reported 700 percent year-over-year growth (McCarthy, 2013) As the most visited social networking site on the Internet (Rambe, 2012), Facebook's unique features are drawing the interest of linguistic educators who are eager to leverage these platforms for educational purposes.
Gachago and Ivala (2012) explored how Facebook and blogs can enhance language learners' engagement in their educational processes, revealing that effective use of these platforms boosts student involvement in both on-campus and off-campus activities Additionally, Solmaz (2018) confirmed the positive effects of these tools on English language acquisition, highlighting four key themes: practicing various language skills, and fostering authenticity and meaning negotiation through interaction.
(3) the development of intercultural competence and socio-pragmatic awareness; membership in communities; and (4) (re) construction of identities had been discussed
Social networking sites have become essential in the lives of teenagers, with U.S user rates soaring from 8% to 73% in 2013, and similar trends observed in countries like Britain, Russia, and Spain The integration of social networks into daily routines is evident, with Facebook leading in popularity, boasting 80 million monthly active users in Vietnam alone Research by Slomaz (2018) highlights the role of Facebook in fostering community membership and its potential as an e-learning platform, suggesting that information-sharing on Facebook can enhance vocabulary learning among students.
According to Nielsen (2012), the time spent on social networking sites in the U.S has surged by 83% annually, with Facebook alone witnessing an astonishing 700% increase, rising from 1.7 billion minutes in April 2008 to 13.9 billion minutes in April 2009, solidifying its status as the leading social networking site for that month This growth highlights the influence of new terms such as news feed, viral, hashtag, and wiki, which reflect the evolving landscape of technology and culture Additionally, respected dictionaries like the Oxford English Dictionary have incorporated contemporary vocabulary such as derp, selfie, phablet, and emoji, showcasing the rapid pace of trends in this digital age.
Social networking sites, particularly Facebook, facilitate self-disclosure and increasingly occupy users' time globally Facebook grants users control over their content, allowing them to share photos, comment on friends' walls, send messages, chat, and participate in groups Educators are drawn to the platform as users spend significant time engaging in activities such as sharing information and collaborating through posts and status updates This interaction highlights Facebook's potential as an educational tool, especially with its group features that enable users to comment and respond to each other's contributions.
This section defines social networks and explores their roles in higher education, highlighting research that suggests these platforms can serve as effective learning environments for students Notably, Facebook has emerged as the leading platform for enhancing English language skills and vocabulary development.
Facebook and Facebook group
Since its launch in 2004 by Mark Zuckerberg at Harvard University, Facebook has become the most widely used social networking platform globally, initially catering to U.S university students before expanding to a broader audience By September 2013, 71% of online adults were using Facebook, with 28% engaging with the platform daily, highlighting its significant role in facilitating connections and networking among users (McLoughlin & Lee, 2007).
Facebook is recognized as one of the most trafficked social networking sites on the Internet (2012), providing students with an online platform to build social capital within their industries (Chakrabarti & Santoro, 2004) It fosters an environment for students to create and sustain social connections (Ellison, Steinfield, & Lampe, 2007) Furthermore, research by Davies (2012) highlights that young people are navigating their social relationships in innovative ways through Facebook.
A study conducted in 2012 revealed a significant correlation between Facebook usage, participation in Facebook activities, and student engagement, indicating that frequent Facebook use positively predicts engagement levels and time spent in co-curricular activities Additionally, Boyd and Ellison (2007) highlighted that undergraduate students are notably preoccupied with Facebook, suggesting that this social media platform is seamlessly integrated into the lives of university students (Santos, Hammond, Durli, & Chou, 2009).
Research indicates that Facebook is not only popular among teenagers but also serves as a valuable tool for professionals and scholars, facilitating connections and collaborations Furthermore, it is recognized as an effective teaching tool, enhancing educational experiences.
Facebook serves as an online communication tool that enables users to create public or private profiles to connect with their extended social networks (Boyd & Ellison, 2007) Students often use Facebook to fulfill both academic and social goals, with a focus on social connectivity (Mazman & Usluel, 2010) A study by Wise, Skues, and Williams (2011) found that first-year psychology students spent an average of one hour per day on Facebook, primarily for social interactions, suggesting a limited role in academic engagement Conversely, some linguistic scholars argue that Facebook can function as an effective e-learning platform, enhancing student engagement and motivation when integrated into the learning process (Bosch, 2009) However, McCarthy (2012) cautions that using Facebook for educational purposes carries risks, including privacy concerns and cyberbullying Additionally, existing studies primarily assess Facebook's impact on individual academic achievement, overlooking its broader educational benefits (Irwin et al., 2012) Understanding student perceptions of integrating social networking sites is crucial, as satisfaction can positively influence motivation and retention, along with various institutional benefits (Elliott & Shin).
2002) Hence, it can be concluded that including Facebook into the learning systems of university courses may generate impact on students‟ satisfaction and their academic achievement
2.6.1.2 Facebook group in EFL setting
Academic research highlights the role of Facebook groups in English as a Foreign Language (EFL) settings, emphasizing their potential for enhancing vocabulary and writing skills According to Yunus et al (2012), these groups create an interactive environment where students can share their ideas and receive constructive feedback from peers, fostering a meaningful learning experience Kabilan, Ahmad, and Abidin (2010) further noted that participation in Facebook groups boosts students' confidence in writing English Investigations indicate significant improvements in writing skills through the exchange of ideas and peer comments within these groups Despite positive feedback on using Facebook for language acquisition, many students expressed a desire for traditional classroom discussions Additionally, distractions inherent in Facebook's features have been identified, underscoring the importance of teachers as facilitators to maximize the benefits of this digital tool in language learning.
Kabilan and Zahar (2016) highlighted that Facebook groups create an ideal learning environment for students, particularly those with low vocabulary proficiency, by facilitating collaboration and networking While their study did not focus on affective factors like motivation and confidence, student feedback indicated that participation in these groups significantly boosted both Grass and Selinker (2008) further noted that integrating social platforms in education helps alleviate pressure and enhance motivation and confidence among students A literature review by Hew (2011) identified three key areas of research on Facebook in education: usage profiles, effects of use, and student attitudes Despite the widespread adoption of Facebook among tertiary students, the academic benefits reported remain minimal, with social interaction being a primary focus Therefore, additional research is necessary to deepen the understanding of Facebook's role in the learning experience of English learners and educators.
Briefly, Facebook group is also regarded as a potential e-learning space where students can practice and improve their vocabulary knowledge in particular and other aspects of English language in general
2.6.2 Facebook for social and educational communication
Research indicates that students frequently utilize Facebook to fulfill both academic and social objectives It is often regarded as a leading platform for obtaining the latest updates The predominant reason students engage with Facebook is to enhance their social connectivity.
& Usluel, 2010; Ophus & Abbitt, 2009; Roblyer, McDaniel, Webb, Herman & Witty, 2010; Subrahmanyam, Reich, Waechter & Espinoza, 2008; Wise et al.,
In 2011, the significant rise in time spent on Facebook highlighted its potential as a key platform for engaging students With its numerous benefits for users, Facebook has emerged as a leading trend for capturing student attention effectively.
Facebook has become an integral part of students' lives, significantly impacting their academic achievements, as evidenced by research highlighting its popularity among students (Minocha, 2009; Moghavvemi et al., 2017) With 2.2 billion monthly active users, Facebook is the largest social networking site and has garnered attention from both academic and industry researchers due to its accessibility for tertiary-level students (Boyd & Ellison, 2007) It serves as a platform for users to interact and collaborate within defined virtual communities, facilitating communication through public or private profiles (Irwin et al., 2012; Boyd & Ellison, 2007) Furthermore, Facebook is recognized as a valuable tool for maintaining relationships in an increasingly mobile world, with the majority of undergraduate students engaging with the platform daily (Ellison et al., 2007; Santos et al., 2009).
Integrating Facebook for educational purposes requires careful consideration to maximize its benefits while minimizing potential risks McCarthy (2012) emphasizes the importance of addressing issues such as content ownership, privacy, stalking, cyberbullying, and virtual integrity before implementing Facebook in educational environments.
2.6.3 Facebook for Extra-Curricular Activities
Since its inception in 2004 at Harvard University, Facebook has played a significant role in connecting and supporting networks of individuals (McLougling and Lee, 2007) It is often regarded as a leading source for real-time updates (Duggan et al., 2013) and has been utilized for formal learning, with educators creating both open and private groups for classroom engagement (Minocha, 2009) Research indicates that students frequently turn to Facebook to fulfill both academic and social objectives (Mazman & Usluel, 2010; Tian et al., 2011), with the primary motivation for its use being social connectivity (Mazman & Usluel, 2010; Ophus et al., 2009; Roblyer et al., 2010; Subrahmanyam et al., 2008; Wise et al., 2010).
Extra-curricular activities play a crucial role in education, particularly in vocabulary development for English learners According to Tosun's findings (2015), these activities are essential for enhancing vocabulary retention, as words learned in the classroom are often forgotten without practical application in various contexts Engaging in diverse scenarios helps reinforce language skills and ensures that vocabulary is not only memorized but also effectively utilized.
In 1996, researchers Haensly, Lupkowski, and Edlind conducted a study involving 515 students, concluding that extra-curricular activities serve as a vital support system for developing lifelong career skills Thornbury (2002) further emphasizes the importance of continuous learning outside the classroom for vocabulary enhancement in his teaching guide Consequently, Facebook's features provide English learners with an additional platform to practice, recall, and improve their vocabulary knowledge, highlighting its potential as an effective educational tool.
2.6.4 Facebook features for building online community of practice
Facebook offers unique features that enhance its suitability for education, including discussion forums, instant messaging, emails, and multimedia postings As communication has shifted from face-to-face interactions to virtual platforms, Facebook serves as a valuable tool for collective learning (Ardichvili, 2008) Bissessar (2014) highlights Facebook's role as an emerging technology in education, providing social support and fostering collaboration within online communities of practice The Group feature on Facebook is particularly powerful for collaborative learning, enabling students to create interest-based groups for task completion and resource sharing An online community of practice consists of individuals who share a common interest and communicate online (Wenger, 1998), and Facebook's Group, Chats, and Docs features are ideal for facilitating such interactions This study aims to explore these features to assess Facebook's effectiveness in vocabulary development.
2.6.5 Facebook for enhancing vocabulary learning
Previous studies
The integration of the Facebook platform in English language acquisition is a novel concept, especially in developing countries such as Vietnam, and has garnered significant interest from both global scholars and local linguistic researchers.
Several foreign linguistic scholars (e.g., Blatter & Lomicka, 2012; Bowman
Integrating Facebook into English language instruction has proven to enhance learners' acquisition of the language, improving all four macro skills Research by Mitchell (2012) found that a four-week Facebook engagement significantly facilitated social communication for English learners, fostering both language use and cultural understanding Additionally, Bowman et al (2014) demonstrated that virtual training through Facebook increased student motivation and enthusiasm A study by ầetinkaya & Sỹtỗỹ (2018) involving 123 ninth graders revealed that students in the experimental group, who utilized Facebook for vocabulary learning, scored significantly higher in posttests compared to the control group and expressed positive attitudes towards online learning At the tertiary level, research by Monica-Ariana and Anamaria-Mirabela (2014) indicated that non-English majors who engaged with Facebook for vocabulary development showed notable improvements in their language skills and increased confidence Overall, the findings suggest that Facebook is a more engaging educational tool than traditional methods, highlighting the need for further exploration of its effectiveness in English language teaching.
Research indicates that students generally have a positive perception of using Facebook as a supplementary tool for English learning Studies by Blatter and Lomicka (2012) and Tosun (2015) show that language learners appreciate the platform for both social and academic purposes Specifically, Blatter and Lomicka found that Intermediate class students responded favorably to Facebook's role in their language education Similarly, a study by Omar, Embi, and Yunus (2012) involving 31 students at a Malaysian public university revealed that learners actively engaged in information-sharing tasks through Facebook groups, despite facing challenges related to their English proficiency and technical issues.
The study found that student participants had a positive perception of information-sharing tasks, suggesting that such activities could effectively enhance interaction in English learning environments Thematic analysis revealed four key opinions from students regarding the use of information-sharing tasks on Facebook: they found them to be good, useful, easy, convenient, interesting, and enjoyable Consequently, the research concluded that Facebook serves as a promising virtual platform for fostering constructive interaction among English language learners, as it encourages timely responses and increased practice in the target language While the study did not explicitly address the concept of a community of practice, it noted similarities to a closed group where students feel comfortable sharing knowledge and learning collaboratively Additionally, Hew (2011) reviewed various empirical studies on the application of Facebook in educational settings, categorizing them into three main aspects, including the extent of Facebook usage.
Research indicates that students primarily use Facebook for social interactions rather than educational purposes, viewing it more as an entertainment tool, despite some negative feedback Akbari, Eghtesad, and Simons (2012) noted the limited investigation into the educational use of social networking sites, which motivated their research objectives Their study, involving twenty-one Ph.D candidates, revealed that while participants initially saw Facebook as a communication tool, they later recognized its potential as an effective educational resource for improving language skills and facilitating online interactions From the perspective of teacher participants, Facebook emerged as a valuable instructional platform for English language acquisition, highlighting its role in creating an environment conducive to practice.
Wong et al (2011) highlighted that the essential components of a community of practice—domain, community, and practice—can be effectively utilized on the Facebook platform Their study involving first-year sub-degree students revealed that collaborative learning and knowledge building flourished within this virtual community The authors noted that student engagement in sharing ideas and addressing common issues fosters teamwork and collective learning They proposed that Facebook significantly enhances the facilitation of virtual communities of practice, particularly in English language education Supporting this, Ismail's 2019 study involving 106 English language educators in Indonesia confirmed the positive impact of online communities of practice on social and academic interactions, demonstrating active participation through Facebook-mediated communication.
Recent research on the impact of online social networking, particularly Facebook, on English language acquisition among students in Vietnam is limited A mixed-method study conducted by van Rensburg and La Thanh Triet (2017) at a private university in Ho Chi Minh City involving 22 intermediate students found that the number of social network users has surged since early 2010, highlighting the growing relevance of these platforms in language learning contexts.
With 30 million monthly active users in the country and 27 million accessing social networking sites via mobile devices, Facebook plays a significant role in daily online interactions, with users spending an average of 2 hours and 30 minutes for chatting and engaging in social and political discussions Research indicates that virtual learning environments and mobile learning designs positively impact learning outcomes, notably enhancing students' motivation and sense of community Academics have concluded that social networking sites, especially Facebook, serve as effective supplementary tools for language learning, fostering collaboration and increased student engagement Additionally, a study by Nham Phong Tuan and Nguyen Thanh Tu (2013) involving 130 students at the University of Economics and Business, Vietnam National University, Hanoi, found that the use of Facebook positively influenced students' academic performance in English language teaching.
Social networking sites, particularly Facebook groups, are emerging as effective tools for English language education and vocabulary learning, garnering interest from linguistic scholars worldwide However, research on Facebook's role in English language learning, especially in developing vocabulary within the Vietnamese context, remains scarce, particularly in Binh Thuan province Vocabulary knowledge is essential for English language acquisition, and with university students increasingly spending time on Facebook, this study aims to explore the platform's use as a supplementary environment for vocabulary learning outside the classroom at the University of Phan Thiet The research will assess the effectiveness of Facebook groups in providing an interactive space for students to practice, apply, and recall vocabulary through discussions and information sharing on authentic topics, while also considering students' perceptions of using Facebook for vocabulary acquisition.
Conceptual Framework
Based on the literature review, this study presents a conceptual framework influenced by the works of Hew (2011) and Tosun (2015), focusing on the integration of Facebook in education Hew's research highlights the informative role of Facebook in the educational landscape, while Tosun offers insights into how blended learning impacts students' vocabulary acquisition The study emphasizes the transformative effect of technology on English teaching and learning, particularly in vocabulary enhancement It posits that utilizing Facebook as a community of practice can effectively boost student participation and vocabulary development Additionally, it underscores the significance of extra-curricular activities in reinforcing vocabulary retention through regular practice and recall Ultimately, the findings from Hew and Tosun serve as a foundational basis for the current study's framework, advocating for the use of Facebook as a relevant tool for vocabulary acquisition.
Figure 2.2: Conceptual Framework of Teaching in the Digital Age: Using Facebook groups for extra-curricular activities on learning vocabulary (adapted from Hew, 2011; and Tosun, 2015)
Summary
This chapter highlights the crucial role of vocabulary in foreign language acquisition, particularly in enhancing speaking skills It presents various theories of vocabulary teaching and learning, alongside relevant issues Additionally, it discusses the unique characteristics of communities of practice and incorporates learning strategies suited for the digital age, as proposed by linguistic scholars Finally, the chapter reviews previous studies on the integration of community practice via Facebook to support English language learning, with a specific focus on vocabulary development for students.