000091259 THE SECOND-YEAR ENGLISH MAJOR STUDENTS' PERCEPTIONS OF USING FACEBOOK IN ENHANCING ENGLISH WRITING SKILL: A STUDY AT HUNG VUONG UNIVERSITY (NHẬN THỨC CỦA SINH VIÊN NĂM THỨ HAI CHUYÊN NGÀNH TIẾNG ANH VỀ VIỆC SỬ DỤNG FACEBOOK ĐỂ NÂNG CAO KỸ NĂNG V

000091259 THE SECOND-YEAR ENGLISH MAJOR STUDENTS' PERCEPTIONS OF USING FACEBOOK IN ENHANCING ENGLISH WRITING SKILL: A STUDY AT HUNG VUONG UNIVERSITY (NHẬN THỨC CỦA SINH VIÊN NĂM THỨ HAI CHUYÊN NGÀNH TIẾNG ANH VỀ VIỆC SỬ DỤNG FACEBOOK ĐỂ NÂNG CAO KỸ NĂNG VIẾT TIẾNG ANH: MỘT NGHIÊN CỨU TẠI TRƯỜNG ĐẠI HỌC HÙNG VƯƠNG).

Context o f the S tu d y

English has become increasingly important worldwide, being spoken in many countries and used across business, politics, security, commerce, and especially education Its role is widely recognized, including in Vietnam, where despite developmental challenges in education and foreign language learning, English has become a compulsory subject at all levels Consequently, English and English language learning are increasingly essential for Vietnamese people, and to master the language it’s important to develop all four skills, including writing Thanks to modern information technology, learning English writing—and other skills—has become easier and more convenient, with Facebook serving as one of the modern technologies that can assist the teaching and learning of English, including writing skills.

Across many countries, learners can study independently using ICT tools and social networking platforms Data from ebizmba.com (May 1, 2016) indicate about 1.1 billion monthly visitors to social networking sites, with the majority being students A key advantage of Facebook is its potential to boost students’ writing practice: learners post their writing on Facebook Groups' walls and other members can comment and engage in discussions, increasing engagement in the online writing process and accelerating the development of writing skills Additionally, the computer-based grammar and spelling features within Facebook Groups provide immediate feedback to members, supporting ongoing improvement (Kabilan, Ahmad, & Abidin, 2010).

Hung V uong University is a m ultidisciplinary university w ith m any departm ents from pedagogical program s such as M ath, Physics, Chem istry, Biology, English, etc to Bachelor programs like Inform ation Technology, Financial Banking, Business A dm inistration, Tour Guide and so on The university aims to become a high quality university at w hich students

T h e 2nd y ear E nglish m a jo r stu d e n ts’ p e rc ep tio n s o f u sin g F aceb o o k in en h an cin g E nglish w ritin g skills become well-equipped with specialized know ledge as well as soft skills so that they can become successful citizens in their future jobs From the very beginning, English major students are taught in English Because the majority o f these students are from rural areas, they are not used to using English as a language o f communication Hence, researchers have researched and discussed new methods in teaching and learning English They found that teaching and learning a foreign language using ICT is one o f the relevant methods that needs to be used at present Outside English language classrooms, students at H ung Vuong University have been introduced to the use o f Facebook to enhance their w riting skills.

The A im o f the Study

The aim o f the current study is to investigate 2nd year English m ajor students’ perceptions o f using Facebook to enhance their English sentence writing skills at Hung Vuong University.

Research Q uestions

Towards achieving the above research aim, this study seeks answers to the two following research questions:

1 To what extent do the 2nd year English major students o f H ung Vuong University perceive the usefulness o f using Facebook to enhance their English sentence writing skills?

2 How should Facebook, as perceived by the 2nd year English major students o f Hung Vuong University, be used to enhance their English sentence writing skills?

The Scope o f the S tu d y

The scope o f the study is limited to the second year English m ajor students’ perceptions o f using Facebook to enhance English sentence writing skills There were about

A total of 300 English majors are enrolled in the English Pedagogical Programs, including the Bachelor of English Studies track, within the Foreign Language Department at Hung Vuong University This study focuses on second-year English majors, since first-year students are generally less advanced and less experienced in English language learning than their second-year peers, while third- and fourth-year students may be too busy with campus academic commitments and off-campus internships at high schools or companies to participate.

T h e 2 n d y e a r E n g lish m a jo r stu d e n ts’ p e rc e p tio n s o f u sin g F a c eb o o k in e n h a n c in g E n g lish w ritin g sk ills

To facilitate the study, the researcher created a Facebook Group in which all members were second-year English major students at Hung Vuong University The group members regularly participated in online learning activities related to English writing, which led the researcher to select this cohort from the Foreign Language Department as the study participants Evidence suggests that Hung Vuong University English majors struggle to develop English writing skills, motivating the initial goal of enhancing their English sentence writing—an essential foundation for effective writing Since writing a good paragraph or essay hinges on mastering sentence construction, the study aimed to investigate the second-year English major students’ perceptions of using Facebook to enhance English sentence writing skills at Hung Vuong University.

Outline o f the T h e sis

This paper is com prised o f 6 chapters, C hapter 1 through Chapter 6.

Chapter 1 - Introduction presents the context, research aims, m ethod, significance, and organization o f th e study.

Chapter 2: Literature Review surveys key literature in the related field, establishing the scholarly context for this study It provides the foundation for the research by synthesizing existing theories, models, and empirical findings, and by highlighting gaps that the current study aims to address By outlining the theoretical framework, this chapter anchors the research questions, informs the chosen methodology, and shapes the interpretation of results throughout the study.

C hapter 3- T heoretical Fram ew ork develops a m ain theoretical fram ew ork from which two m ain hypotheses are developed.

C hapter 4- M ethodology describes data collection and data analytical instruments Full descriptions o f th e aims and the content o f th e data collection instrum ent are presented in this chapter.

Chapter 5, Results and Discussion, is the pivotal section of the study, as it provides the answers to the two research questions posed in Chapter 1 and interprets the main findings in light of the supporting empirical data and the reviewed literature.

C hapter 6- C onclusions and recom m endations sum m arize all the main points/recom m endations o f the study and conclude the study Lim itations o f the study are

This final chapter reports on second-year English major students' perceptions of using Facebook to enhance English writing skills, and it outlines the study's implications for future research along with the concluding remarks.

Sum m ary o f Chapter 1

This chapter presents the context and aim of the study, outlines the research questions and the scope, and describes the organizational structure of the study, while recognizing the rising prominence of ICT and social networking tools in teaching and learning English as a Foreign Language (EFL) It notes that Facebook is widely used by young students every day, and that several studies in Vietnam have examined Facebook’s effects on EFL learning At Hung Vuong University, new teaching methods are being applied to help students develop the four language skills, with a particular emphasis on writing Accordingly, this research investigates students’ perceptions of using Facebook for learning English writing skills.

This study defines its scope as an investigation into second-year English major students’ perceptions of Facebook as a tool to enhance their English sentence writing skills It is limited to 43 second-year English majors in the Foreign Language Department at HVU, all of whom have studied English writing skills but whose knowledge of sentence-level writing and overall writing ability remains weak and in need of enhancement To achieve its objectives, the study formulates two primary research questions (see Section 1.3).

The next chapter delivers a critical literature review that synthesizes key concepts and highlights select prior studies relevant to this research, providing readers with clear insights into the theoretical foundations and empirical evidence underpinning the study.

T h e 2nd y ear E nglish m a jo r stu d e n ts’ p e rcep tio n s o f u sin g F accb o o k in en h an cin g E nglish w ritin g sk ills

O verview

This chapter examines how social media—and Facebook in particular—participates in English language learning classrooms, with an emphasis on the relationship between Facebook use and writing among English as a Foreign Language (EFL) learners It surveys the literature across four core areas: information and communication technology (ICT); Facebook as a learning tool; English writing skills; and the main findings relevant to this field.

I C T

Information and Communications Technology (ICT) encompasses the technologies used for information processing and communication, such as desktop and laptop computers, software, peripherals, and Internet connections, as defined by Statistics Canada (2008) and cited by Freeman and Hasnaoui.

Information and Communication Technology (ICT) is defined as the combination of information technology with other related technologies, particularly communication technology (UNESCO, 2002, as cited in Freeman and Hasnaoui, 2010, p 126) In short, ICT comprises a toolkit of technologies used to communicate, store, manage, and create information (Vajargah, Jahani, and Azadmanesh, 2010) It also covers Internet services, infrastructure, information providers, and other related information and communication activities (Adeya, 2002).

This study adopts Freeman and Hasnaoui’s definition of ICT as the integration of information technology with related technologies, especially communication technology, recognizing that learning technologies can significantly enhance learning, particularly in foreign language acquisition The scope is narrowed to explore the potential benefits of technology for English Language Learners’ writing skills.

2.2.2 The Integration o f ICT-supported Tools in Education

The integration of information and communication technology (ICT) in language learning plays a pivotal role in today’s educational landscape A variety of ICT-supported tools are woven into teaching and learning processes, as noted by Yunus (2007) The effectiveness of ICT hinges on why and how these tools are applied and integrated into instruction Integrating ICT-supported tools into the curriculum involves aligning technology with clear learning objectives, sound pedagogy, and meaningful assessment to enhance language acquisition and classroom outcomes.

“appropriate selection, use, mix, fusion and integration o f many sets o f com petencies including those in pedagogical and technology” (Anderson & Unesco, 2002, p 18).

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ICT-supported tools can support education in four main ways: in schools, providing education out of school, supporting pre-service distance education for teachers and their in-service professional development, and enhancing school management They offer flexible learning contexts—how, when, and where learning takes place—and influence how a school is run In the global village, integrating ICT into education should be seen as an investment in people and in the country’s future.

F aceb o o k

T he Overview o f F acebook

Among social networking applications, Facebook is used by people of all ages—from children to adults Facebook was launched in 2004 as a Harvard University–only social site (Hew & Cheung, 2012) According to Pempek, Yermolayeva, and Calvert (2009), joining Facebook is easy: you simply register at facebook.com and create a personal profile to communicate and interact with many people in your social networks Shih (2011) notes that Facebook offers several useful ways to be used as a communicative and interactive tool that allows users to make a lot of new friends around the world.

Facebook walls contain users' personal information and interests, such as full name, age, gender, career, friends, likes or dislikes, avatar, subscriptions, and statuses (Pempek et al., 2009) Facebook has become a relevant learning tool (Alias, Manan, & Pandian, 2012) The Wall feature, visible on the profile page, functions like a notifications feed and enables users to share short messages, photos, and videos, while friends can also post on each other's walls (Ross et al., 2009) Users can update their own status on their wall or others' walls, post comments, engage in discussions, and express feelings They can also chat online via instant messaging, a tool that helps maintain relationships (Bradner, Nardi, & Whittaker, 2000) As users sign up, automatic notifications can be sent to them when they log in to their private Facebook pages (Alias et al., 2012).

T h e 2 n d y ear E nglish m a jo r stu d e n ts’ p ercep tio n s o f u sin g F aceb o o k in en h an cin g E nglish w ritin g skills

Ellison, Lampe, and Steinfield (2007) classify Facebook profile elements into four categories: control elements, referent elements, preference elements, and contact elements Control elements cover fields such as gender, the length of time a member has been on Facebook, and institutional status Referent elements are profile fields tied to common reference points like hometown, high school, current residence, and field of study Preference elements describe the user’s interests and other personal information Contact elements include offline mailing address, email address, instant messenger screen name, relationship status, and birthday.

Language learning today is largely informal and takes place outside traditional classrooms, rather than within them (Yunus & Salehi, 2012) Multimedia technologies are recognized as educational tools based on non-traditional methods, enabling students to be engaged in academic activities and increasing motivation (Chartrand, 2012) Eteokleous, Ktoridou, Michaelidis, and Stavrides (2012) focus on positive attitudes of students toward using social networking applications for academic purposes because these tools enhance teacher–student and student–student interaction Facebook serves as a useful learning assistant, helping to improve students’ motivation and attitudes while expanding interactive opportunities among students and between students and teachers (Eteokleous et al., 2012).

Advantages and Disadvantages o f Using Facebook in English Language Learning 7 2.3.3 Advantages and Disadvantages o f U sing Facebook in Learning English Language

Facebook offers several general advantages in education: its informal nature helps students feel less pressure and more confident in expressing their opinions on a wide range of topics; research shows that integrating social networking services into ELL writing classrooms boosts online interaction between students and teachers and promotes engagement in English learning environments; studies in Japan indicate that using Facebook to support motivation and academic writing provides opportunities for online discussion with teachers and peers and reduces student stress; in Malaysia, researchers note both challenges and opportunities of social networking sites, with students reporting greater comfort and less pressure when answering questions.

This study examines the perceptions of second-year English major students regarding the use of Facebook to enhance English writing skills Participants reported that Facebook supports writing improvement by providing an asynchronous platform where they can compose and revise posts without the pressure of real-time classroom questioning They appreciated the opportunity to receive peer feedback and to observe a variety of writing styles in a low-stakes online environment The ability to edit and rethink responses after posting encouraged longer, more thoughtful writing and allowed experimentation with vocabulary, grammar, and coherence While many students saw benefits, some concerns included distractions, the informal tone of social media, and the potential mismatch between online and academic writing standards Overall, Facebook was perceived as a valuable supplementary tool for developing English writing skills when used alongside traditional classroom instruction.

Using Facebook in English Language Learning (ELL) environments helps enhance students' critical thinking Research indicates that Facebook positively supports creative thinking skills (Yunus & Salehi, 2012) Facebook-assisted activities foster students’ brainstorming abilities and overall thinking development In a Malaysian study, most students found that integrating social networking tools into the EFL writing classroom—particularly Facebook group discussions—was beneficial for brainstorming ideas before writing and for completing essays.

Previous research indicates that using Facebook for a discussion group can elevate students' effort and motivation, thanks to multi-level interactions that encourage participation in in-class discussions and freer expression of opinions Through interactions with Facebook friends, learners build confidence, increase motivation, and cultivate a more positive attitude toward language learning In addition, Facebook helps remove many barriers to participation and may offer notable benefits for students with low self-esteem and lower life satisfaction (White, 2009; Hsu & Wu, 2011; Kabilan et al., 2010; Yunus & Salehi, 2012; Joshua McCarthy, 2010; Kee, Park, & Valenzuela, 2009)

Promnitz-Hayashi (2011) suggests that Facebook activities can help lower-proficiency language learners become more comfortable participating in online discussions in an enjoyable and motivating way; the platform lets students read at their own pace, control the length and difficulty of their questions, and even post videos, making these activities student-centered rather than teacher-centered Similarly, White (2009) found that using Facebook to boost the motivation and academic writing of Japanese students increased their effort, as they looked up unfamiliar words in dictionaries and then replied more carefully because they knew someone would read their comments Together, these studies indicate that Facebook can enhance language learning and online writing by supporting self-paced, engaging, and accountable online activities that foster motivation and better writing.

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Facebook broadens students’ knowledge by supporting academic pursuits and career goals, enabling new, academically oriented interactions among professors, alumnae, and students Through wall posts, students can engage with professors and alumnae who contribute input, allowing them to express and develop deeper intellectual facets of their lives.

While some studies report positive outcomes of using Facebook in the language classroom, others find negative effects Unlike many studies, Hsu and Wu (2011) not only note advantages but also suggest a potential drawback: students’ motivation to write may be lower on Facebook than in a traditional classroom This stems from Facebook’s open environment, where group members can see students’ English writing, making students worry about others noticing their mistakes and thereby reducing their motivation to write.

Distraction is a significant pitfall of using social networking in ELL classes For example, students on Facebook may lose focus on academic tasks because they want to browse other activities or update their Facebook homepage instead of concentrating on their writing tasks in the group (Yunus & Salehi, 2012) The extent of this distraction depends largely on the students' own self-discipline The role of teachers can be to act as motivators, encouraging students to be more disciplined and to manage their time effectively within the FB group and its features.

For some learners, Facebook is not considered an ideal environment for learning English Traditional students accustomed to books or hard-copy materials may view Facebook as unsuitable for language study because informal, broken English often used on the platform can hinder effective communication Moreover, Facebook is seen as primarily a space for sharing information or personal stories with friends, rather than a tool that actively enhances English language skills (Kabilan et al., 2010).

The 2 n d y ear E nglish m a jo r stu d en ts’ p ercep tio n s o f u sing F accb o o k in en h an cin g E nglish w ritin g skills

2.3.3 Advantages and Disadvantages o f Using Facebook in Learning English Language

Facebook offers benefits beyond general ELL engagement by positively influencing writing development Research on ELL writing classrooms consistently reports advantages of using Facebook, with educators and many students noting improvements in grammar, sentence structure, content, organization, and vocabulary For instance, Shih (2011) found that Taiwanese English majors who took an English writing course via Facebook could practice and improve grammar, sentence construction, content organization, and vocabulary, a pattern echoed by Kabilan et al (2010) and Yunus & Salehi (2012).

In Kabilan et al.’s (2010) study of an online environment for English language learners (ELLs) in higher education institutions in Malaysia, students reported learning new sentences or writing structures when they saw peers share feelings and ideas and when they commented on one another’s comments They also learned grammar and improved their writing skills by reading their peers’ comments and posts, identifying and correcting both their own and their friends’ mistakes, discussing grammar with Facebook friends, and responding to classmates’ comments and posts (Shih, 2011; Yunus & Salehi, 2012).

Similar to the findings of Kabilan et al (2010), Shih (2011), and Yunus et al (2012), White (2009) also showed that forming a discussion group helps students achieve greater grammatical complexity in their writing and reduce errors, improvements that are less likely to appear through oral practice in a traditional classroom White’s study highlights how collaborative discussion creates a supportive environment for refining syntax and accuracy, suggesting discussion-based activities as an effective approach to advancing writing proficiency.

In a 2009 study, 19 freshmen university students familiar with the traditional grammar-translation method participated, and the findings showed positive improvements in grammar and spelling The students reduced mistakes because they learned from the posts what mistakes they had made, became aware of them, and used this feedback as grammar guidance for future writing.

A blended learning approach that uses Facebook can influence the English writing skills of English majors by fostering more interactive, peer-based practice Shih (2011) found that students improve their writing by reading classmates’ essays and by reviewing each other’s paragraphs, demonstrating how social-media platforms support collaborative feedback and continuous writing development in higher education.

Second-year English majors perceive that using Facebook enhances their English writing skills Interviews with students show that combining Facebook with peer assessment is an effective approach for English language learners to develop writing proficiency Yunus et al (2012) found that the brainstorming process on Facebook helps students organize ideas before writing begins By providing authentic and personalized contexts, Facebook connects academic writing with real-world communication and can improve students’ writing skills (Yunus & Salehi, 2012).

English W riting Skills

Principles o f Teaching W riting S k ills

According to Nunan (2015), there are four principles for teaching English writing skills The first principle is understanding students’ reasons for writing, since mismatches between teacher and learner goals in the writing classroom are the main source of student dissatisfaction, and awareness of how a writing course fits into the overall curriculum is fundamental The second principle is creating many opportunities for students to write, because all skills improve through practice, so learners should write as much as possible In addition, to achieve good results, learners must receive feedback on their written products.

The next principle is m aking feedback helpful and meaningful Students’ writing problems are neglected and they do not receive adequate guidance while producing a piece o f writing (Annamalai, 2016) Therefore, the b rie f written comments should be clear for learners to understand what they need to correct Feedback can be more m eaningful and helpful by encouraging self-checking and peer review that are guided by checklists (Nunan,

2015) The final principle is clarifying how the w riting will be evaluated In any kind o f evaluation, it is important that learners are aware o f the assessment criteria used to judge their written work; these criteria need to be explicit.

T h e 2nd y ear E nglish m a jo r stu d en ts’ p ercep tio n s o f u sin g F aceb o o k in e n h a n cin g E nglish w ritin g skills

English Sentence Writing for Non-native W rite rs

Andy (2012) suggests that non-native writers should first strengthen their English sentence-writing skills before tackling broader English writing tasks To do this, learners must master parts of speech (nouns, verbs, prepositions, adjectives, adverbs, pronouns, conjunctions, etc.), understand sentence structures (simple, compound, complex, and compound-complex sentences), and learn basic sentence patterns (SV, SVO, SVC, SVOO, SVOC, SVA, SVOA, etc.), as well as essential sentence punctuation (full stops, commas, colons, semicolons, hyphens, etc.) This focus on grammar equips non-native writers to craft clear, correct sentences, as noted in Appendix 4.

To write clear, correct English, learners should avoid common sentence-structure errors and learn how to prevent them These errors include confusing word choices, lack of parallelism, subject–verb agreement mistakes, comma splices, sentence fragments, run-on sentences, and slang usage When composing sentences, choose words carefully based on spelling, meaning, and the context, and apply suitable grammatical structures Correct word choice not only improves vocabulary but also enhances writing, leaving a favorable impression on readers while reducing confusion and improving readability Therefore, using a dictionary before writing is an effective practice for learners (see Appendix 4).

2.4.3 Enhancing English Sentence W riting Skills for Non-native Learners o f English 2.4.3.I What M akes a Good Sentence

According to Andy (2012), identifying the components of a basic sentence and recognizing the four most serious writing errors helps learners write more effectively Clear, complete sentences require a subject, a verb, and a completed idea Learners should know six basic sentence patterns, including subject–verb (S-V), subject–linking verb–noun (S-LV-N), and subject–linking verb–adjective (S-LV-Adj), along with other common patterns that combine subjects, verbs, objects, and complements to express complete thoughts.

Key English sentence structures include V with an adverb, S-V-Direct Object, and S-V-Indirect Object-Direct Object However, sentence fragments often arise from common errors such as starting a sentence with a preposition, a dependent word, an infinitive, or a gerund He also added essential grammatical elements to help write clear, correct sentences, including subject–verb agreement, verb tenses, capitalization, pronouns, adjectives and adverbs, and paying closer attention to sentence structure and clarity.

T h e 2 n d y ear E n g lish m a jo r stu d en ts’ p e rcep tio n s o f using F aceb o o k in e n h an cin g E nglish w ritin g skills misplaced modifiers The next components are punctuation, spelling, word choice, prefixes and suffixes.

According to Ibrahim (2013), good writing rests on three interconnected features: mechanics, usage, and sentence formation Mechanics—spelling, punctuation, and capitalization—are not part of spoken language, so learners must deliberately learn how they function in written language Usage covers word order, verb tenses, and subject–verb agreement, all of which contribute to clear meaning Sentence formation concerns the structure of sentences and how phrases and clauses are combined to form simple and complex sentences Therefore, a strong sentence integrates proper mechanics, correct usage, and effective sentence formation to convey ideas clearly and coherently.

Drawing on the cited studies, this work identifies grammar criteria—subject–verb agreement, verb tenses, capitalization, prefixes and suffixes, punctuation, and sentence structures and patterns—as well as vocabulary, particularly word choice, as key factors that help learners craft clear, correct sentences These elements offer a framework for learners to improve sentence accuracy and overall language proficiency.

2.4.3.2 Enhancing English Sentence W riting Skills

A sentence is an assemblage of words arranged to convey a definite meaning or express a complete thought, and even a short sentence must include a finite verb and a subject that directs the action Traditional grammar identifies two core components: the subject, which is what the sentence is about, and the predicate, which says something about the subject, with word order playing a crucial role in achieving clarity Kane defines a sentence as a unit of words that stands by itself, beginning with a capital letter and ending with terminal punctuation such as a period, question mark, or exclamation point.

Grammar, as Suthiwartnarueput and Wasanasomsithi (2012) argue, is a pathway to enhancing writing competence, making grammar the first essential requirement for a good sentence A well-written sentence must be clear and contain engaging content, a balance achieved by a thoughtful combination of word choice and sentence structure (Kane, 2000; Oshima & Hogue, 2000) Moreover, correct punctuation is crucial to ensure readability and precision (Kane, 2000; Oshima & Hogue, 2000; Schmitz, 2012).

T h e 2 n d y ear E n g lish m ajo r stu d e n ts’ p erceptions o f u sin g F aceb o o k in en h an cin g E nglish w ritin g skills

Suthiw artnarueput & W asanasomsithi, 2012) In order to enhance English w riting skills at a certain level, learners can focus on the six basic sentence patterns (Schmitz, 2012).

Effective writing hinges on conscious word choices and targeted strategies, such as using a dictionary, selecting words and phrases with appropriate connotations, and avoiding slang and overly general terms (Schmitz, 2012) For non-native writers, learning parts of speech, basic sentence patterns, sentence structures, and proper word order, along with vocabulary development, is essential While expanding vocabulary can feel daunting, knowing common prefixes and suffixes makes it easier to understand and acquire many new words Learners should also address frequent sentence-level errors, including fragments, run-ons, faulty parallelism, misused words, homonym confusion, and subject–verb agreement mistakes (Andy, 2012).

Early researchers identified key criteria for producing quality writing, including syntax, content, grammar, mechanics, organization, word choice, purpose, audience, and the writer’s process Another study emphasized three core features—mechanics (spelling, punctuation, capitalization), usage (word order, verb tense, subject–verb agreement), and sentence formation (sentence structure) Together, these insights highlight the most important areas for learners to improve their English writing skills and to produce well-formed, error-free texts By focusing on these elements, students can learn how to craft an effective piece of writing and avoid common mistakes.

To improve English writing skills, learners should master core English grammar, including parts of speech, sentence patterns, sentence structures, subject–verb agreement, verb tenses, capitalization, and punctuation They should avoid common errors and refrain from translating directly from their native language, instead writing with an explicit purpose to guide word choice and sentence order Building vocabulary—especially through prefixes, suffixes, and word formation—will boost accuracy and variety in writing Regular practice is essential to strengthen spelling, punctuation, and overall readability Finally, the content should be logical and coherent, ensuring a clear flow that helps readers understand the message.

2.5 Relevant Studies on Students’ Perceptions o f U sing Facebook in Enhancing English

A review o f relevant literature indicates that there have been a num ber o f studies conducted to investigate students’ perceptions o f using Facebook to enhance their English

The study of second-year English major students’ perceptions of using Facebook to enhance English writing skills parallels AlAamri’s (2009) investigation, which used a questionnaire with 75 students from the third-, fourth-, and fifth-years at Salton Qualboo University to examine Web 2.0 tools (Facebook and Blogs) in strengthening academic writing The findings indicate that using Facebook to develop English writing skills is useful and engaging, as it prompts students to think about and interact with the readers of their posts, and makes them more careful about sentence and paragraph organization, spelling, and word choice Overall, most participants found the Facebook experience enjoyable, effective, motivating, and easy to use.

Shih (2011) examined how integrating Facebook and peer assessment within a blended teaching approach affects college English writing instruction for 23 first-year English majors at a technology university in Taiwan Using a mixed-methods design, the study collected pre- and post-tests of English writing skills, a survey questionnaire, and in-depth student interviews The results show that Facebook-based peer assessment in English writing is engaging and effective for college-level ESL writing courses, with students improving their writing skills and knowledge, and experiencing higher interest and motivation The findings offer practical instructional strategies for ESL English writing teachers and underscore the value of combining social media tools with peer feedback in writing instruction.

Suthiwartnarueput and Wasanasomsithi (2012) examined the effects of using Facebook as a medium for grammar and writing discussions among low-intermediate EFL students They collected data from students’ Facebook utterances seeking explanations of English grammar and writing, pre-test and post-test gain scores, and interview responses The findings showed a statistically significant improvement from pre-test to post-test scores The most frequent discussion topics were sentence structures, followed by word meanings, parts of speech, and relative clauses The study also found correlations between gains in grammar and writing, indicating that promoting grammar discussions on Facebook can boost related language skills Students reported positive attitudes toward using Facebook as a learning tool for grammar and writing, supporting its viability as an alternative learning platform.

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Facebook provided them a convenient and attractive mean to engage in discussions with the teacher and other users who had better grammatical knowledge.

In 2012, Yunus and Salehi conducted a study to explore students’ perceptions of the effectiveness of Facebook (FB) groups for teaching and improving writing, with respondents comprising 43 third-year TESOL undergraduates in the Faculty of Education at University Kebangsaan.

Sum m ary o f C hapter 2

This chapter provides an overview of information and communication technology (ICT) and synthesizes research on the use of Facebook in English language learning and in developing English writing skills It examines the advantages and disadvantages of Facebook for non-native writers, outlines the principles of teaching writing, and reviews studies on students’ perceptions of using Facebook to enhance English writing Overall, the general advantages of Facebook in language education can be categorized into key areas such as collaborative writing practice, exposure to authentic language use, timely feedback, and increased motivation, while drawbacks include potential distractions, privacy concerns, and variability in writing quality.

Facebook's informal nature reduces pressure and boosts students' confidence in expressing their opinions on most topics (Hsu & Wu, 2011) It also enhances students' critical thinking Using Facebook for discussion groups increases students' effort and motivation (White, 2009) Promnitz-Hayashi (2011) suggests that Facebook activities help less language-proficient students become more comfortable participating in online discussions.

This study examines the perceptions of second-year English major students regarding the use of Facebook to enhance English writing skills in an enjoyable and motivating way The findings suggest that Facebook participation increases engagement with writing tasks, provides authentic practice, and fosters peer collaboration, all of which contribute to improved writing performance Additionally, Facebook helps broaden students’ knowledge, supporting the conclusions of Yunus & Salehi (2012).

Beyond the general benefits of Facebook for English language learners (ELLs), the platform positively affects writing development by facilitating peer feedback, grammar learning, and interactive practice According to Kabilan et al (2010), Shih (2011), and Yunus & Salehi (2012), students improve their writing by reading peers’ comments and posts, identifying and correcting their own and others’ mistakes, discussing grammar with Facebook friends, and responding to classmates’ comments and posts, which supports ongoing engagement with written English.

Research on the use of Facebook in language classrooms reports both positive outcomes and some negative effects on English language learning and writing skills A synthesis of studies examining students’ perceptions suggests that most learners have positive attitudes and motivation when using Facebook to learn English writing Yet the literature review shows that no study has specifically explored students’ perceptions of Facebook as a tool for enhancing English sentence-writing skills To address this gap, the present study investigates second-year English major students’ perceptions of using Facebook to enhance English sentence writing skills at Hung Vuong University.

Chapter Three presents the theoretical framework that guides this study, outlining how established theories of computer-mediated communication, social constructivism, and educational technology adoption explain second-year English major students’ perceptions of using Facebook to improve English sentence writing skills at HVU The framework examines how Facebook’s features—posts, comments, likes, and peer feedback—facilitate writing practice, collaborative learning, and linguistic development in a university setting It also defines the key constructs, such as perceived usefulness, perceived ease of use, social presence, and writing self-efficacy, and shows how these influence students’ engagement with Facebook-based writing activities This chapter links theory to research design, informing the formulation of research questions, data collection methods, and analytic approaches used to interpret students’ perceptions and the impact on English sentence writing skills By clarifying the theoretical lenses, Chapter Three provides a coherent rationale for selecting Facebook as an instructional tool within HVU’s English program.

T h e 2nd y ear E nglish m ajo r stu d e n ts’ p e rc e p tio n s o f u sin g F a c eb o o k in e n h a n cin g E nglish w ritin g skills

TH EO RETICA L F R A M E W O R K

O verview

This chapter develops a theoretical framework—the organizing structure that keeps the study focused and aligns every component from problem formulation to literature review, instrument development for data collection, and the analysis and reporting of findings It helps the researcher clearly articulate the research problem, select and synthesize relevant literature for review, guide the creation of the data collection instrument, and provide a coherent framework for data analysis and findings reporting The chapter also presents the main theoretical framework and the two hypotheses that anchor the study.

Theoretical Introduction

Among the models researchers use to identify factors that influence technology use, Davis's Technology Acceptance Model (TAM), introduced in 1989, remains a foundational framework While Facebook offers notable benefits for learning, it also challenges educators to stay vigilant, proactive, and ready to respond to students' needs These dynamics can introduce time constraints and hinder timely feedback, as ongoing interruptions and excessive interactions may derail the learning process Therefore, the Technology Acceptance Model is a useful tool for measuring students' perceptions and behaviors toward using Facebook as a learning platform.

Technology Acceptance Model (TAM) is a theory of information systems that explains and predicts how individuals accept and use information technology Grounded in Fishbein and Ajzen's Theory of Reasoned Action (TRA), TAM distinguishes external variables from internal beliefs, including perceived usefulness, perceived ease of use, attitudes toward use, behavioral intention to use, and actual system use, all of which are shaped by external factors Davis (1989) introduced TAM to illustrate how a small set of key determinants influences the adoption and usage of a new technology.

Within this model, the most important variables are perceived usefulness (PU) and perceived ease of use (PEOU), a focus highlighted by researchers such as Li, Qi, and Shu (2008) Perceived ease of use (PEOU) refers to the extent to which a user expects the technology to be free of effort and easy to use, while perceived usefulness (PU) is the user’s subjective belief that using the technology will improve job performance Attitude toward use is influenced by these beliefs, and together PU and PEOU shape the behavioral intention to adopt or continue using the technology.

Among second-year English major students, perceptions of using Facebook to enhance English writing skills are shaped by how useful they believe the platform is for this purpose Behavioral intention to use Facebook is determined by students’ attitudes toward using the system and their perceived usefulness of its features for improving writing, aligning with well-established technology adoption theories (Bagozzi, 2007; Benbasat & Barki, 2007; Kim & Lee).

The following figure (Figure 1) presents a Technology Acceptance Model (TAM Model).

Figure 1: Technology Acceptance M odel (TAM)

Technology Acceptance Model 1 (TAM1) posits two core constructs—perceived ease of use (PEOU) and perceived usefulness (PU)—as primary determinants of user acceptance PEOU directly affects PU and attitudes toward technology and also affects behavioral intention indirectly by shaping PU; PU directly influences attitudes toward technology and behavioral intention Attitudes toward technology are determined by PU and PEOU Behavioral intention is influenced by PEOU and by attitudes toward technology, while external variables can affect attitudes and, through PU and PEOU, influence BI Actual system use follows from these prior variables, with BI directly predicting actual use in the TAM1 framework.

T h e 2 n d y ear E n g lish m a jo r stu d e n ts’ p e rc e p tio n s o f u sin g F aceb o o k in e n h a n cin g E nglish w ritin g sk ills

The M ain T heoretical F ram e w o rk

To use ICT effectively in learning, students must perceive the pros and cons of ICT for educational purposes, as this awareness is one of the quickest paths to shifting both teachers and students toward classroom ICT use According to Cox, Cox, and Preston (2000), several factors support ICT in lessons, including external variables—such as educational policies on ICT in teaching and learning at schools and the broader societal shift toward Internet-enabled ICT across many fields—and the ease of integration due to ICT’s usefulness, which encompasses ICT confidence, ownership of a computer, and the availability of interesting and diverse ICT-based lessons.

Davis's Technology Acceptance Model (TAM) from 1989, as depicted in Figure I, provides a framework for measuring how Facebook is adopted for educational purposes The model describes the extent of a new technology's acceptance and introduces two key beliefs: perceived ease of use, the idea that using the technology will require less effort to operate, and perceived usefulness, the belief that using the technology will improve one's educational performance.

The Technology Acceptance Model (TAM), proposed by Davis in 1989, explains how users decide to accept and use technology It contends that attitudes toward using technology are shaped by two beliefs—perceived usefulness and perceived ease of use—which drive both the intention to use and actual technology usage Perceived usefulness is the belief that using a technology will enhance job performance, while perceived ease of use is the belief that the system requires minimal time and effort Together, these constructs influence users' attitudes toward technology, and these attitudes directly predict the intention to use and subsequent behavior in real job environments Although TAM has been developed and extended over time, this study focuses on ease of use and the impact of usefulness on intention to use, with Figure 2 illustrating the hypothesized framework guiding the present study.

T h e 2nd y ear E n g lish m a jo r students" p e rc e p tio n s o f u sin g F acebook in en h an cin g E nglish w riting skills

Figure 2: A m odel o f English m ajor students' perceptions of using Facebook in enhancing English sentence w riting skills.

The study’s model shows that perceived ease of use of Facebook positively influences perceived usefulness, and both beliefs foster favorable attitudes toward using Facebook, which in turn drive students’ intention to use the platform These dynamics suggest that perceived usefulness of Facebook affects their perceived enhancement of English sentence writing skills, and that perceived ease of use also contributes to this perceived enhancement, outlining a clear usability-to-skills pathway through attitude and intention to use.

H ypothesis D ev elo p m en t

In this research, draw ing from TAM model (see Figure 1), the two following hypotheses will be tested am ong the second year students at Flung Vuong University:

H ypothesis 1: Students' perceived usefulness o f using Facebook predicts their perceived enhancem ent o f English sentence w riting skill.

H ypothesis 2: Students' perceived ease o f using Facebook predicts their perceived enhancem ent o f English sentence w riting skill.

Sum m ary o f C hapter 3

This chapter develops a theoretical framework grounded in the existing literature, drawing on established theories and models to support analysis To construct this framework, a range of relevant key concepts is defined and integrated to explain, predict, and understand the research problem under investigation.

This study investigates 2nd-year English majors’ perceptions of using Facebook to enhance their English writing skills To address its two research questions, it adopts a theoretical framework grounded in the Technology Acceptance Model (Davis, 1989) The TAM explains how users decide to accept and use technology, with attitudes shaped by two beliefs—perceived usefulness and perceived ease of use—that drive intention to use and actual usage Perceived usefulness is the degree to which a student believes that using Facebook would improve their academic writing performance, while perceived ease of use measures the extent to which they believe the platform requires minimal time and effort.

According to the main theoretical framework, students' perceived ease of use of Facebook increases their perceived usefulness of the platform, and together these perceptions foster positive attitudes toward using Facebook, which then predict actual use In addition, perceived usefulness predicts the perceived enhancement of English sentence writing skills, while perceived ease of use also predicts such perceived enhancement.

The upcoming chapter outlines the research methodology for this study, detailing the research design, the development of the research instrument, the sampling population, and the procedures for data collection and data analysis.

T h e 2nd year E n g lish m a jo r stu d e n ts’ p ercep tio n s o f u sin g F aceb o o k in e n h an cin g E nglish w ritin g skills

M ETH O D O LO G Y

O verview

Chapter 4, Methodology, presents the research approaches available, the research design of the current study, the development of the research instrument, the sampling population, and the processes of data collection and analysis Educational research is more than merely following procedural steps; it also involves designing and framing the study within one of the two major methods: quantitative research or qualitative research.

Quantitative approach was defined as “a type o f educational research in which the researcher decides w hat to study, asks specific, narrow questions; collects quantitative data from participants; analyzes these numbers using statistics and conducts the inquiry in an unbiased, objective m anner” In quantitative research, research reports tend to use standard, fixed structures and evaluative criteria and researchers tend to take an objective and unbiased approach which are considered the m ost outstanding feature (Creswell, 2012).

A s far as qualitative research is concerned, Creswell (2008) defined qualitative research as “a type o f educational research in which the researcher relies on the views of participants, asks broad, general questions, collects data consisting largely o f w ords (or texts) from participants, describes and analyses these words for themes, and conducts the inquiry in a subjective, biased m anner” On conducting qualitative research, research reports tend to use flexible em erging structure and evaluating criteria However, in the procedure of doing Qualitative research, th e data is flexible and em erging so that the researchers can get the m ost valuable outcom es; therefore, the findings from the Qualitative research convey larger meaning.

Mixed methods research is a procedural approach that combines collecting and analyzing both quantitative and qualitative data in a single study or across multiple studies to gain a comprehensive understanding of a research problem, as Creswell and Plano Clark (2011) describe By integrating numerical and contextual evidence, this design leverages the strengths of each method to produce richer, more robust findings.

Built around a design that acknowledges both quantitative and qualitative research traditions, the study recognizes the value of each approach After assessing the most suitable method, the researcher selected a quantitative approach and deployed survey questionnaires to collect data, enabling rigorous analysis of structured numerical results.

T h e 2 n d y ear E nglish m a jo r stu d e n ts’ p e rcep tio n s o f u sin g F aceb o o k in en h an cin g E nglish w ritin g skills

Research D esign

To answer the two research questions, this study adopts a quantitative approach using a survey questionnaire to examine 2nd-year English major students’ perceptions of using Facebook to enhance English writing skills In this survey research design, quantitative data are collected through questionnaire items and subsequently analyzed statistically to determine Facebook’s usefulness in improving English sentence writing and to understand how Facebook is used to support this writing development, while testing the stated research questions and hypotheses.

Participants o f th e S tu d y

The researcher created a Facebook Groups named “Learning English”

Established for more than a year, a Facebook group connects the second-year students from two classes, K12NNTA and K12SPTA The researcher serves as the facilitator, inviting these students to join the group and actively participate in its ongoing discussions and collaborative activities.

All o f the participants are the second year English major students There are about

Among 300 students across the English Pedagogical Sector and the English Bachelor Sector, the study targeted English major second-year students as the sampling group First-year students were excluded because they are less advanced, while third- and fourth-year students often have extended internship breaks at high schools or companies and were unavailable to participate Consequently, the English major second-year students in the Foreign Language Department at Hung Vuong University were chosen as the key research participants.

A total of 101 second-year English majors are enrolled, with 45 students in class K12NNTA and 56 students in class K12SPTA Of these students, only 43 are members of the class Facebook Group.

Participants invited to the study were predominantly 19 years old, with a few 20-year-olds, and they mainly hailed from Phu Tho province They had learned English in secondary schools In the Facebook Group, they found ample opportunities to develop writing skills through sample writings from fellow members, by posting their own writing, and by giving feedback on others’ pieces.

This study examines second-year English-major students’ perceptions of using Facebook to enhance English writing skills, including commenting on their own pieces and on their friends’ writing After one year of practicing English across the four skills, their proficiency has not improved much, with English writing showing the least progress.

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Developm ent o f Research Instrum ent

Questionnaires are a widely used and practical instrument for collecting survey data, providing structured, often numerical information that can be administered without the researcher’s presence and are comparatively easy to analyze They enable researchers to gather large amounts of information from many participants in a short period, and the resulting data can be quickly extracted and analyzed with software, facilitating rapid interpretation and reporting (Wilson & McLean, 1994, cited in Cohen, 2007).

In this study, the researcher developed a four-part questionnaire seeking relevant inform ation that provides answers to the two research questions formulated in chapter 1 (see

T h e 2nd year E n g lish m a jo r stu d e n ts’ p ercep tio n s o f u sin g F aceb o o k in en h an cin g E nglish w ritin g skills

Section 1.3) The questionnaire (see Appendix 1 for the English version) w as developed originally in V ietnam ese (see Appendix 2) so that every participant could understand the meaning o f the items and the aims o f the questions are explicit In addition to 33 closed questionnaire items, there were 2 open-ended questions (Question 34 and Question 35) w hich aimed at getting some complementary qualitative information related to students’ perceived recom m endations for im proving the learning o f English sentence writing skill The last part o f the questionnaire provided background information o f participants, including their gender, years o f learning English, tim e for using Facebook for learning English sentence writing skill (see Appendix 1) Each item in the four different parts of the questionnaire (Part A through D) was explained in the following subsections:

The 17 items in part A (see Appendix 1) were designed to answer the first research question, with an aim o f investigating into students’ perceptions o f using Facebook to enhance English sentence writing skills The items were measured in the 5-point Likert scale to m easure students’ perceived usefulness o f using Facebook in enhancing English sentence writing skill (Strongly disagree - 1”, “Disagree - 2”, “Undecided - 3”, “A gree - 4” and

“Strongly agree- 5”) Contents o f all o f the questionnaire items were developed in light o f the theory o f learning E nglish sentence writing skills and the previous studies.

Part B of Appendix 1 comprises 16 items designed to gauge students' perceptions of Facebook's ability to enhance English sentence writing skills, in order to address the study's second research question The responses to these items are collected using a five-point Likert scale (1 = strongly disagree to 5 = strongly agree) All items in Part B were developed in light of the reviewed literature on social media and language learning.

Part C of Appendix 1 of the questionnaire includes two open-ended questions (Questions 34 and 35) that solicit students’ opinions and their proposals to teachers on how to improve English sentence writing skills using Facebook These items are designed to gather practical feedback about preferred instructional approaches, Facebook-based activities, and teacher guidance The aim is to inform classroom practice and the use of Facebook as a tool to enhance students’ ability to write accurate and fluent English sentences The focus on student perspectives and concrete recommendations helps translate the responses into actionable teaching strategies.

Part D of the Q uestionnaire Survey

T h e 2nd year E nglish m a jo r stu d e n ts’ p e rcep tio n s o f u sin g F aceb o o k in en h an cin g E nglish w ritin g skills

Part D (see Appendix 1) collects participant demographic information—such as gender—as well as usage data for English language learning on Facebook, including how long students have used Facebook for this purpose and the daily time they spend practicing English sentence writing skills on Facebook The accompanying table demonstrates how these questionnaire items align with and justify the research questions formulated in Chapter 1.

1 I think Facebook is USEFUL for learning writing English sentences because it helps to learn about Subject and verb agreement.

2 I think Facebook is USEFUL for learning writing English sentences because it helps to learn about verb tenses.

3 I think Facebook is USEFUL for learning writing English sentences because it helps to learn about capitalization.

4 I think Facebook is USEFUL for learning writing English sentences because it helps to learn about parts o f speech.

5 I think Facebook is USEFUL for learning writing English sentences because it helps Facebook is USEFUL to learn about prefixes and suffixes.

I think Facebook is USEFUL for learning writing English sentences because it helps Facebook is USEFUL to learn about English sentence structures.

7 I think Facebook is USEFUL for learning writing English sentences because it helps

T he 2 n d year E n g lish m a jo r s tu d e n ts ’ p e rcep tio n s o f u sin g F aceb o o k in enhancing E nglish w ritin g skills

Facebook is U SEFU L to learn about English sentence.

I think Facebook is USEFUL for learning w riting English sentences because it helps Facebook is U SEFU L to learn about punctuation.

Andy (2012), Annamalai (2016) Ibrahim (2013), Kane (2000), Low and Warawudhi

9 I think Facebook is USEFUL for learning w riting English sentences because it helps Facebook is U SEFU L to learn about w ord order.

I think Facebook is USEFUL for learning w riting English sentences because it helps Facebook is U SEFU L to im prove learners’ vocabulary.

Omar et al., 2012; Shih, 2011; Yunus & Salehi,

Andy (2012), Annamalai (2016), Kamnoetsin (2014), Low and Warawudhi

I think Facebook is USEFUL for learning w riting English sentences because it helps Facebook is U SEFU L to avoid spelling errors.

W asanasomsithi (2012), Khusnita (2014), Annamalai (2016), Ping and M aniam (2015)

12 I think Facebook is USEFUL for learning w riting English sentences because it helps to

T h e 2nd y ear E n g lish m a jo r s tu d e n ts ’ p e rcep tio n s o f using F aceb o o k in en h an cin g E n g lish w ritin g skills avoid sentence fragments.

13 I think Facebook is USEFUL for learning w riting English sentences because it helps to avoid run-on sentences.

14 I think Facebook is USEFUL for learning w riting English sentences because it helps to avoid com m as splices.

15 I think Facebook is USEFUL for learning w riting English sentences because it helps to avoid com m only confused words.

16 I think Facebook is USEFUL for learning w riting English sentences because it helps to avoid parallelism

17 I think Facebook is USEFUL for learning w riting English sentences because it helps to avoid using slang.

I thin k Facebook can help to enhance English sentence skill by doing exercises in relation to subject and verb agreement.

19 I think Facebook can help to enhance English sentence skill by d o ing exercises in relation to verb tenses.

20 I think Facebook can help to enhance English sentence skill by doing exercises in relation to capitalization.

21 I think Facebook can help to enhance English sentence skill by doing exercises in relation to parts o f speech.

22 I think Facebook can help to Andy (2012),

T h e 2 n d y e a r E nglish m a jo r stu d e n ts' p ercep tio n s o f u sin g F aceb o o k in en h an cin g E nglish w ritin g skills enhance English sentence skill by doing exercises in relation to prefixes and suffixes.

I think Facebook can help to enhance English sentence skill by doing exercises in relation to sentence structures.

24 I think Facebook can help to enhance English sentence skill by doing exercises in relation to sentence patterns.

I think Facebook can help to enhance English sentence skill by doing exercises in relation to punctuation.

Andy (2012), Annamalai (2016) Ibrahim (2013), Kane (2000), Oshim a & Hogue (2000), Schmitz (2012), Suthiwartnarueput &

26 I think Facebook can help to enhance English sentence skill by doing exercises in relation to rearrangem ent o f word order in a sentence.

27 I think/ Facebook can help to enhance English sentence skill by doing exercises in relation to vocabulary.

I think Facebook can help to enhance English sentence skill by doing exercises in relation to spelling errors.

W asanasomsithi (2012), Khusnita (2014), Annamalai (2016), Ping and M aniam (2015) Yunus and Salehi (2012) White (2009)

29 I think Facebook can help to enhance English sentence skill by doing exercises in relation to

T h e 2nd y e a r E n g lish m a jo r stu d e n ts’ p e rcep tio n s o f u sin g F acebook in en h an cin g E nglish w ritin g sk ills sentence fragments.

30 I think Facebook can help to enhance English sentence skill by doing exercises in relation to run-on sentences.

31 I think Facebook can help to enhance English sentence skill by doing exercises in relation to com m only confused words.

32 I think Facebook can help to enhance English sentence skill by doing exercises in relation to parallelism.

33 I think Facebook can help to enhance English sentence skill by doing exercises in relation to slang.

In your opinions, how should Facebook be used to enhance your English sentence writing skill?

S elf - developed by the researcher

Qualitative data used for recom menda tions and open information data

35 Feel free to give any further recom m endations to your

E nglish teachers who can use Facebook to help you enhance your English sentence writing skill?

S elf - developed by the researcher

Personal information S elf - developed by the researcher

T able 2: Justification for Q uestionnaire Items

D ata C ollection P ro ced u re

The questionnaire was developed by the researcher in light of the theoretical framework outlined in Chapter 3 and in consultation with colleagues who provided feedback on its design, ease of completion, clarity of instructions, and content relative to the study objectives Based on this informative feedback, adjustments were made to ensure the instrument properly fits the objectives and enhances data quality.

This study examines second-year English-major students’ perceptions of using Facebook to enhance English writing skills The researcher distributed questionnaires to members of the Facebook group either through the group page or via Facebook Messenger, and after completing the questionnaires, participants submitted them back to the researcher via Facebook Messenger Before participating, all respondents were clearly informed about the study’s primary purpose to ensure they could consent to answer voluntarily A total of 40 respondents were obtained after two weeks, and data collection was completed within a week to prepare for the data analysis stage.

D ata A n aly sis

Data were analyzed using SPSS version 22 The researcher coded the variables, imported the database, and generated descriptive statistics displayed in tables and graphs These analyses yielded the major findings used to answer the two research questions outlined in Chapter 1 The total scores for students’ perceptions were computed, and the questionnaire responses were analyzed by calculating means and standard deviations The data from the questionnaires were interpreted to draw conclusions.

Sum m ary o f C hapter 4

Chapter 4 - M ethodology, presents the chosen research method used in the study, the research design o f the current research, the developm ent o f the research instrument, the sampling population, data collection and analysis Considering its sutiablity, th e researcher decided to choose th e quantitative approach w ith the survey questionnaires used for the conduct o f the study A quantitative research m ethod through the use o f survey questionnaire design was applied to explore the 2rd year English major students’ perceptions o f using Facebook to enhance English writing skill In a survey research, the researcher collected the quantitative data using questionnaire items, and then statistically analyzed the data collected to discover the students’ perceptions on Facebook’s usefulness for them to enhance English sentence writing skill and how Facebook is used to enhance English sentence writing skill Analytical data w as used to test the two above-m entioned hypotheses and to provide answers to the two research questions

T h e 2nd year E nglish m a jo r stu d en ts’ p e rcep tio n s o f u sin g F aceb o o k in en h an cin g E nglish w ritin g skills

This chapter describes a four-part questionnaire designed to gather the information needed to answer the study’s two research questions The questionnaire, listed in Appendix 1, was originally developed in Vietnamese so that every participant could clearly understand the meaning of the items and the aims of the questions.

The questionnaire design comprised 33 closed items with only two open-ended questions (Questions 34 and 35) intended to yield complementary qualitative information about students’ perceived recommendations for improving learning English sentence-writing skills, while the final section captured participant background data such as gender, years of English learning, and the amount of time spent using Facebook to support English sentence-writing practice.

This chapter demonstrates the relevance of the questionnaire to the research questions formulated in Chapter 1 The results of the study are presented in detail in Chapter 5.

T h e 2 n d year E nglish m a jo r stu d en ts’ p ercep tio n s o f u sin g Facebook in en h an cin g E nglish w ritin g skills

CH APTER 5: RESULTS AND DISCUSSION

This chapter presents the study results by answering the two main research questions formulated in Chapter 1 (Section 1.3) and demonstrates how these findings address the aim of examining second-year English major students’ perceptions of using Facebook to enhance English sentence writing skills at HVU University.

R esu lts

"To what extent do the 2nd year English major students o f Hung Vuong university perceive the usefulness o f using Facebook to enhance their English sentence writing skills? ”

This study investigates how students perceive the usefulness of Facebook in enhancing English sentence writing skills The findings are based on an analysis of Part A items from a questionnaire completed by 40 participants who are members of the Facebook Group The questionnaire used a five-point Likert scale, with responses coded as strongly disagree = 1, disagree = 2, undecided = 3, agree = 4, and strongly agree = 5.

Items in Part A of the questionnaire survey measure different levels of Facebook’s usefulness in enhancing English sentence writing skills as perceived by participating students The data analysis shows that HVU students perceive Facebook as useful for improving English sentence writing skills.

Item N Minimum Maximum Mean Std Deviation

1 Facebook is useful to learn about

2 Facebook is useful to learn about verb tenses 40 2.00 5.00 4.28 90547

3 Facebook is useful to learn about capitalization 40 2.00 5.00 4.25 83972

4 Facebook is useful to learn about parts o f speech 40 1.00 5.00 4.00 1.15470

T h e 2nd y ear E n g lish m a jo r stu d e n ts’ p ercep tio n s o f u sin g F acebook in en h an cin g E nglish w ritin g skills

5 Facebook is useful to learn about prefixes and suffixes 40 2.00 5.00 3.95 95943

6 Facebook is useful to learn about

7 Facebook is useful to learn about

8 Facebook is useful to learn about punctuation.

9 Facebook is useful to learn about word order 40 2.00 5.00 4.05 87560

10 Facebook is useful to improve learners’ vocabulary.

11 Facebook is useful as it helps avoid spelling errors 40 2.00 5.00 3.98 76753

12 Facebook is useful as it helps avoid sentence fragments.

13 Facebook is useful as it helps avoid run-on sentences 40 3.00 5.00 4.10 81019

14 Facebook is useful as it helps avoid commas splices.

15 Facebook is useful as it helps avoid commonly confused words.

16 Facebook is useful as it helps avoid parallelism 40 3.00 5.00 4.03 65974

17 Facebook is useful as it helps avoid using slang 40 2.00 5.00 3.98 1.02501

Table 3: Participating students’ perceived usefulness o f using Facebook to enhance

The 2nd y ear E n g lish m a jo r stu d e n ts’ p e rc e p tio n s o f u sin g F aceb o o k in en h an cin g E nglish w ritin g skills

Table 3 shows that the total mean score for the items among the participants was 4.10, indicating that most students perceived Facebook as useful for enhancing their English sentence writing skills within the Facebook Group Among the items, the highest mean was for perceived usefulness of using Facebook to learn subject and verb agreement (M1 = 4.33), which the participants agreed with most, while the lowest was for perceived usefulness of using Facebook to learn sentence patterns (M7 = 3.78) The second lowest mean was for learning prefixes and suffixes (M5 = 3.95) More detailed questionnaire responses are provided in Appendix 3, with additional statistical analyses presented below.

Item 1: Facebook is useful to learn about Subject and verb agreement.

This item received the highest rating from participants compared with the other items Notably, 45% of respondents perceived Facebook as useful for learning subject–verb agreement at the strongly agree level, followed by the agree level, while the undecided category dropped to 12.5% compared with earlier items There are five response levels for each item (strongly disagree, disagree, undecided, agree, strongly agree), yet the total perceived responses concentrate on the three higher levels—undecided, agree, and strongly agree—indicating that respondents view using Facebook to enhance English sentence-writing skills very positively Figure 4 and Table 4 illustrate these statistics.

T he 2nd y ear E nglish m ajor students’ perceptions o f using Facebook in enhancing English w riting skills

Figure 4: Frequency statistics of participating students’ perceived usefulness of using

Facebook in learning about subject and verb agreement

Frequency Percent Valid Percent Cumulative Percent

Table 4: Participating students’ perceived usefulness o f using Facebook in learning about subject and verb agreement

Item 5: Facebook is useful to learn about English sentence patterns.

Frequency Percent Valid Percent Cumulative Percent

Table 5: Participating studentằ’ perceived usefulness o f using Facebook in learning about Fnglinh sentence patterns

The 2nd year E nglish m a jo r stu d en ts’ p erceptions o f u sing F accbook in enhancing E nglish w ritin g skills

Table 5 shows that only 4 participants (10%) perceived Facebook as useful for learning English sentence patterns, while 6 participants (15%) chose "strongly agree" and 17.5% selected "undecided." Surprisingly, the largest share—23 students (more than 57%)—picked the "undecided" option, and there were no responses in the "strongly disagree" category Overall, the data indicate no strong consensus on the usefulness of using Facebook for learning English sentence patterns, with more than half of the participants not clearly endorsing it.

Figure 5: Frequency statistics of participating students’ perceived usefulness of using

Facebook in learning about English sentence patterns

Table 3 shows that three items—items 2, 6, and 14—received the second-highest rating from participants, with a mean score of 4.28 This finding suggests that students perceive Facebook as a useful tool for learning verb tenses, English sentence structures, and avoiding comma splices.

Item N M inimum Maximum Mean Std Deviation

2 Facebook is useful to learn about verb tenses 40 2.00 5.00 4.28 90547

The 2nd year E nglish m ajo r stu d en ts' p e u ộp iio n s ôI using la c d x x tk in en h an cin g E nglish w ritin g skills

6 Facebook is useful to learn about English sentence structures 40 3.00 5.00 4.28 67889

14 Facebook is useful to avoid commas splices 40 3.00 5.00 4.28 67889

Table 6: Participating students’ perceived usefulness o f using Facebook in learning about verb tenses, sentence structures, and avoiding commas splices

Figure 6: Participating students’ perceived usefulness o f using Facebook in learning about verb tenses, sentence structures, and avoiding commas splices

Figure 6 shows that respondents perceived the usefulness of Facebook for enhancing English sentence writing skills to be very high across three items In item 2, 20 participants (50%) chose "strongly agree." Additionally, 7.5% chose "disagree" and 7.5% chose "undecided," with 35% selecting "agree."

Survey results indicate that in the 'agree' column, respondents gave identical choices for items 6 and 14 Specifically, 12.5% (5 participants) perceived Facebook as useful for learning sentence structures and avoiding comma splices, while 47% (19 participants) chose the alternative option.

T h e 2nd y e a r E nglish m a jo r stu d e n ts’ p ercep tio n s o f u sin g Facebook in en h an cin g E nglish w ritin g skills

Among the 16 respondents, the Agree column indicates that participants strongly agreed that Facebook is a useful tool for learning English sentence structures and avoiding comma splices The mean score in Table 6 is 4.28, confirming strong endorsement of Facebook for learning verb tenses, sentence structures, and how to avoid comma splices.

Overall, the findings show that participants perceived Facebook as a useful tool for enhancing English writing skills, with a high degree of agreement and strong interest in using the platform for learning When compared with the two hypotheses in Chapter 3, the results reveal that students perceived both the usefulness and ease of use of Facebook in improving English sentence writing skills This positive outcome suggests that teachers can adopt Facebook as a novel approach to teaching English writing To understand more deeply how Facebook influences English sentence writing, the study also pursued its second research question.

5.1.2 A nsw ers to Research Question 2

"How should Facebook, as Perceived by the 2nd Year English M ajor Students o f Hung Vuong University, be U sed to Enhance their English Sentence Writing Skills? "

To answer this research question, the researcher designed and analyzed Part B of the questionnaire survey, which comprised 16 items (items 18 to 33) A 5-point Likert scale was applied to this section, with response categories such as “Strongly disagree – 1,” “Disagree – 2,” “Neutral – 3,” “Agree – 4,” and “Strongly agree – 5.”

“U ndecided - 3”, “A gree - 4 ” and “Strongly agree - 5”.

18 Facebook can help to enhance English sentence w riting skill by doing exercises in relation to subject and verb agreement.

19 Facebook can help to enhance English sentence w riting skill by doing exercises in relation to verb tenses.

T he 2nd y ear E nglish m a jo r stu d e n ts’ p e rcep tio n s o f using F acebook in en h an cin g E nglish w ritin g skills

20 Facebook can help to enhance English sentence writing skill by doing exercises in relation to capitalization.

21 Facebook can help to enhance English sentence writing skill by doing exercises in relation to parts o f speech.

22 Facebook can help to enhance English sentence writing skill b y doing exercises in relation to prefixes and suffixes.

23 Facebook can help to enhance English sentence writing skill by doing exercises in relation to sentence structures.

24 Facebook can help to enhance English sentence writing skill by doing exercises in relation to sentence patterns.

25 Facebook can help to enhance English sentence writing skill by doing exercises in relation to punctuation.

26 Facebook can help to enhance English sentence writing skill by doing exercises in relation to rearrangem ent of word order in a sentence.

27 Facebook can help to enhance English sentence writing skill b y doing exercises in relation to vocabulary.

28 Facebook can help to enhance English sentence writing skill by doing exercises in relation to spelling errors.

T h e 2nd y ear E n g lish m a jo r stu d e n ts’ p ercep tio n s o f using F aceb o o k in en h an cin g E nglish w ritin g skills

29 Facebook can help to enhance English sentence writing skill by doing exercises in relation to sentence fragments.

30 Facebook can help to enhance English sentence writing skill by doing exercises in relation to run-on sentences.

31 Facebook can help to enhance English sentence writing skill by doing exercises in relation to com monly confused words.

32 Facebook can help to enhance English sentence writing skill by doing exercises in relation to parallelism.

33 Facebook can help to enhance English sentence w riting skill by doing exercises in relation to slang.

Table 7: Students Perceived Perceptions on How Facebook Used in Enhancing English

Table 7 shows a total mean score of 3.96 for students’ perceptions of using Facebook to enhance English sentence writing skills, indicating a generally positive view of this approach Among 16 items, 11 ranged from 3.41 to 4.20, while the top three items achieved means between 4.21 and 5.00: M18 = 4.50, M19 = 4.25, and M24 = 4.38, highlighting that Facebook exercises focused on subject–verb agreement, verb tenses, and sentence patterns are particularly valued for improving English sentence writing skills This pattern suggests that targeted Facebook-based practice on grammatical constructs is perceived as effective by students.

The particular results o f these variables are indicated in single items as follows.

T h e 2nd year E nglish m a jo r stu d e n ts’ p ercep tio n s o f using Faccbook in enhancing English w ritin g skills

Item 18: Faccbook can help to enhance English sentence writing skills by doing exercises in relation to subject and verb agreement

Figure 7: Frequency statistics of students Perceived Perceptions on enhancing English sentence writing skills by doing exercises in relation to subject and verb agreement

More than half of the participants (52.5%) strongly agree that Facebook can help enhance English sentence writing skills by engaging in exercises focused on subject-verb agreement The likely reason is that subject-verb agreement is one of the most important factors in crafting good sentences In addition, 45% of respondents agreed with this view, and only one student (2.5%) was undecided, while there were no responses of strong disagreement or disagreement.

Item 19: Facebook can help to enhance English sentence writing skills by doing exercises in relation to verb tenses.

Below is the frequency statistics o f the item 19.

Frequency Percent Valid Percent Cumulative Percent

Table 8: Students Perceived Perceptions on enhancing English sentence w riting skills by doing exercises in relation to verb tenses

T he 2nd y ear E nglish m a jo r stu d e n ts' p ercep tio n s o f using Faccbook in en h an cin g E nglish w ritin g skills

Among the participants, only 2 students (5%) disagreed with the idea that Facebook can help enhance English sentence skills by doing exercises related to verb tenses Five students (12.5%) were undecided The highest level of agreement came from 19 students (47.5%), while 14 students (35%) agreed with the statement Overall, these results indicate that participants largely believe Facebook can help them improve English sentence writing skills through tasks related to verb tenses, reflecting a perceived usefulness of Facebook for learning verb tenses.

Figure 8: Frequency statistics of students Perceived Perceptions on enhancing English sentence w riting skill by doing exercises in relation to verb tenses

Item 31: Facebook can help to enhance English sentence writing skills by doing exercises in relation to commonly confused words.

This item was rated from “strongly disagree” idea to “strongly agree” idea The lowest percent is 5% (2 students) with "strongly disagree” choice and the highest percent is 42.5% (in correspondent with 17 students) with “agree” choice The “disagree”, “undecided” and “strongly agree” ideas respectively gave the percent at 6%, 7%, and 8% Therefore, the rating o f the participants for these ideas is not different much On the other hand, the

“strongly agree” choice and the “agree” choice have an imparity That is w hy standard deviation of this item is more than 1.0. itô*#ôằ *#•* MM

The 2nd year E nglish m a jo r stu d en ts' p erceptions o f using F aceb o o k in en h an cin g E nglish w ritin g skills

Figure 9: Frequency statistics of students Perceived Perceptions on enhancing English sentence w riting skill by doing exercises in relation to commonly confused words

Frequency Percent Valid Percent Cumulative Percent

Table 9: Students Perceived Perceptions on enhancing English sentence w riting skill by doing exercises in relation to com monly confused words

D iscussions

Based on the results of the data analysis, this study discusses two core topics that directly correspond to the two primary research questions and the two hypotheses established at the outset, synthesizing the key findings and showing how the data support or challenge each hypothesis.

5.2.1 T he Perceived Usefulness o f Using Facebook for Enhancing English Sentence

Findings from research question 1 indicate that students rate Facebook as highly useful for enhancing English writing skills They perceive Facebook as a valuable tool for studying English, particularly writing skills The weaker English sentence-writing abilities among these students largely stem from their rural backgrounds, where high school teaching methods differ from those used in university instruction.

As second-year English majors, students should master the four core language skills—listening, speaking, reading, and writing Research shows that many students struggle with English writing, revealing a gap in writing proficiency In particular, strengthening English sentence construction is a key driver of overall writing success, with targeted practice in sentence-level skills helping to improve performance across different writing tasks.

Students’ perceptions o f Facebook’s usefulness to enhance English sentence writing skills N Mean

1 Facebook is useful to learn about Subject and verb agreement.

2 Facebook is useful to learn about verb tenses 40 4.28 90547

3 Facebook is useful to learn about capitalization 40 4.25 83972

T h e 2 n d y e a r E nglish m a jo r stu d e n ts’ p erceptions o f u sin g F a ceb o o k in e n h an cin g E n g lish w ritin g skills

4 Facebook is useful to learn about parts o f speech 40 4.00 1.15470

5 Facebook is useful to learn about prefixes and suffixes 40 3.95 95943

6 Facebook is useful to learn about English sentence structures 40 4.28 67889

7 Facebook is useful to learn about English sentence patterns 40 3.78 83166

8 Facebook is useful to learn about punctuation 40 4.08 91672

9 Facebook is useful to learn about word order 40 4.05 87560

10 Facebook is useful to improve learners’ vocabulary 40 4.05 90441

11 Facebook is useful as it helps avoid spelling errors 40 3.98 76753

12 Facebook is useful as it helps avoid sentence fragments 40 4.23 83166

13 Facebook is useful as it helps avoid run-on sentences 40 4.10 81019

14 Facebook is useful as it helps avoid com m as splices 40 4.28 67889

15 Facebook is useful as it helps avoid com m only confused words 40 4.05 95943

16 Facebook is useful as it helps avoid parallelism 40 4.03 65974

17 Facebook is useful as it helps avoid using slang 40 3.98 1.02501

Table 14: Participating students’ perceived usefulness o f using Facebook to enhance

From the table, the highest mean score among the 17 items was for item 1, with an average of 4.33, showing that students rated Facebook as highly useful for learning subject–verb agreement The next tier, at a mean of 4.28, includes items indicating Facebook is useful to learn about verb tenses, English sentence structures, and to avoid comma splices (items 2, 6, and 14) Additionally, eight other items scored above 4.00, including item 3 on capitalization (M3 = 4.25), item 4 on parts of speech (M4 = 4.00), item 8 on punctuation (M8 = 4.08), and item 9 on word order, suggesting a broad perceived usefulness of Facebook for mastering English grammar and mechanics.

T h e 2nd year E n g lish m ajo r stu d e n ts' p ercep tio n s o f using F accbook in e n h a n cin g E nglish w ritin g skills

M9 = 4.05), item 10 (Faccbook is useful lo improve learners’ vocabulary M10 = 4.05), item

According to items 12, 13, and 16, Facebook is useful for improving English sentence writing skills Item 12 reports that Facebook helps avoid sentence fragments (mean = 4.23); item 13 shows it helps prevent run-on sentences (mean = 4.10); and item 16 indicates it supports avoiding parallelism issues (mean = 4.0) Together, these findings suggest that most respondents rated Facebook highly for enhancing English sentence writing skills.

Only four items registered mean scores below 4.00: item 5, which shows Facebook is useful for learning prefixes and suffixes (M5 = 3.95); item 7, indicating usefulness for learning English sentence patterns (M7 = 3.78); item 11, reflecting usefulness to avoid spelling errors (M11 = 3.98); and item 17, indicating usefulness to avoid slang (M17 = 3.98) Nevertheless, all four scores sit in the 3.41–4.20 range, implying that Facebook is still regarded as a strong tool for learning English sentence writing skills.

Analysis of the chart shows that most of the 17 items in Part A of the questionnaire have a standard deviation (SD) below 1.0, indicating relatively consistent responses The exceptions are item 4—“Facebook is useful to learn about parts of speech” with SD = 1.15470, and item 17—“Facebook is useful to avoid using slang” with SD = 1.02501 The chart below presents the standard deviation values for all 17 items in Part A, illustrating the dispersion across items.

Item Item Item Item Item Item I

Figure 12: Standard Deviation o f the Items on Students’ Perception o f Facebook’s

Usefulness to Enhance English Sentence W riting Skills.

T h e 2nd y ear E n g lish m a jo r stu d e n ts’ p erceptions o f u sin g F a ceb o o k in e n h an cin g E nglish w ritin g skills

As shown in the chart, there were not many changes in the standard deviation among the items The lowest standard deviations occur for items 16, 14, 1, and 6, indicating that these items were rated higher than the others In contrast, the highest standard deviation is observed for item 4, while item 17 has a standard deviation just over 1.0 Overall, these results suggest that most items are acceptable, and participants positively evaluated Facebook's usefulness in enhancing English sentence-writing skills.

5.2.2 The Perceived W ays o f Using Facebook for Enhancing English Sentence W riting Skills

Most participating students rated Facebook as highly useful for improving their English sentence writing skills, which may explain why they agreed with the researchers’ proposed methods to enhance those skills While several studies have examined Facebook’s usefulness and how teachers or learners can use it to support English writing, few have reported positive results like this one In short, the findings suggest that the participants perceived Facebook as an effective tool for developing their English sentence writing abilities.

Students’ perceptions o f how Facebook is used to enhance

English sentence writing skills N M ean

18 Facebook can help to enhance English sentence writing skills by doing exercises in relation to subject and verb agreement 40 4.50 55470 19

Facebook can help to enhance English sentence writing skills by doing exercises in relation to verb tenses 40 4.25 86972 20

Facebook can help to enhance English sentence writing skills by doing exercises in relation to capitalization 40 4.13 91111

21 Facebook can help to enhance English sentence writing skills by doing exercises in relation to parts o f speech 40 4.08 82858 22

Facebook can help to enhance English sentence writing skills by doing exercises in relation to prefixes and suffixes 40 3.83 95776

23 Facebook can help to enhance English sentence writing skills by doing exercises in relation to sentence structures 40 4.18 78078

T h e 2 n d y ear E n g lish m a jo r stu d e n ts’ p ercep tio n s o f u sin g F acebook in e n h a n cin g E nglish w ritin g skills

24 Facebook can help to enhance English sentence writing skills by doing exercises in relation to sentence patterns 40 4.38 66747

25 Facebook can help to enhance English sentence writing skills by doing exercises in relation to punctuation 40 3.65 1.00128

Facebook can help to enhance English sentence writing skills by doing exercises in relation to rearrangement o f word order in a sentence.

27 Facebook can help to enhance English sentence writing skills by doing exercises in relation to vocabulary 40 3.65 92126

28 Facebook can help to enhance English sentence writing skills by doing exercises in relation to spelling errors 40 4.10 92819

29 Facebook can help to enhance English sentence writing skills by doing exercises in relation to sentence fragments 40 3.83 93060 30

Facebook can help to enhance English sentence writing skills by doing exercises in relation to run-on sentences 40 3.88 85297

31 Facebook can help to enhance English sentence writing skills by doing exercises in relation to commonly confused words.

32 Facebook can help to enhance English sentence writing skills by doing exercises in relation to parallelism 40 3.88 79057

33 Facebook can help to enhance English sentence writing skills by doing exercises in relation to slang 40 3.68 1.18511

Table 15: The students' perceptions on how Facebook can be used to enhance their

The table shows differences in the mean scores across items about ways students can enhance English sentence writing skills Two items attained a strongly agree mean score, in the 4.21–5.00 range Among these, item 18—“Facebook can help to enhance English sentence writing skills by doing exercises related to subject and verb agreement”—received the strongly agree rating, underscoring the perceived value of using Facebook for targeted grammar practice.

M l8 = 4.50) and item 19 (Facebook can help to enhance English sentence writing skills by

This study investigates 2nd-year English major students' perceptions of using Facebook to enhance English writing skills, focusing on exercises related to verb tenses The results show a mean perception score of M = 4.25, indicating a generally positive attitude toward Facebook-based writing practice Surprisingly, there were no responses in the "strongly disagree" (1.0–1.8) or "disagree" (1.81–2.6) categories, suggesting that students did not express negative views about this approach Overall, the findings imply that integrating Facebook into verb-tense writing exercises can support the development of English writing skills among second-year English majors.

“undecided” mean score (2.61- 3.4) Hence, the other items left all have means scores at the agreement column, namely item 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, and 33.

Findings show that all students agreed with the proposed method, indicating strong acceptance of the new approach to teaching and learning English writing skills This unanimity supports the researcher’s plan to implement the method in classroom instruction The experimental participants did not express disagreement and did not hold neutral views, suggesting a consistently favorable reception of the approach The accompanying statistics provide further detail on these results.

18 19 2 0 i te rn I 21 i tern I 22 r tern 1 23 r tem 24 tern 1 25 tem 1

Figure 13: : Standard deviation o f the students' perceptions on how Facebook can be

' used to enhance their English sentence writing skills

From the chart, standard deviations varied among the items Item 18 has the lowest SD, below 0.6, indicating high consensus among participants, with a mean of 4.5 Next is item 24, with an SD just over 0.6 Most remaining items show SDs below 1.0, except items 25, 31, and 33, which exceed 1.0; specifically, item 25 has an SD just above 1.0, while items 31 and 33 have SDs over 1.1 Taken together, these SD patterns reinforce the study’s findings.

This study examines second-year English major students’ perceptions of using Facebook to enhance English learning, specifically through Facebook groups The results show that students view Facebook as a valuable platform for practicing and improving English writing skills, while also trusting its ability to facilitate convenient feedback from peers and teachers Participants indicate that group-based activities on Facebook—such as posting drafts, commenting, and peer reviews—support collaborative learning and motivate regular writing practice Moreover, there is broad agreement among students and their teachers that learning on Facebook groups can effectively supplement formal instruction and enhance overall language development.

5.3 Summ ary o f Cha 5.3 Sum m ary o f C hapter 5

Chapter outcomes show that the significant results were reported and discussed to answer the two key research questions formulated at the beginning The findings indicate that HVU students perceived Facebook as highly useful and that Facebook use enhanced their English sentence-writing skills This positive outcome supports Hypothesis 1 at a high level, as evidenced by the total mean score on the Likert scale.

CO N C LU SIO N