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Article
Author(s)
Mervat Abd Elfatah Ali Said Ahmed
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DOI:10.17265/1539-8072/2016.12.004
Affiliation(s)
Oklt Alsqoor College of Science and Arts, Qassim University, Qassim, Saudi Arabia
ABSTRACT
This study aimed at investigating the effect of Facebook on grammar discussion and writing skill in English as a foreign language for university students. The study sample consisted of 60 students at Oklt Al Sqoor College of Science and Arts in Saudi Arabia and was divided into two groups: 30 students for the experimental group and 30 students for the control group. The instrument of the study was an EFL grammar and writing test. Students in both the experimental and the control group were pre-tested using the EFL (English as a Foreign Language) grammar and writing test. After that the experimental group was taught using Facebook while the control group was taught using the traditional method. Finally, students in both groups were post-tested using the EFL grammar and writing test. Results of the study showed that the experimental group outperformed the control group in the post-test of EFL grammar and writing. This difference can be attributed to using Facebook.
KEYWORDS
Facebook, grammar discussion, writing skill, English as a foreign language
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References
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Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71-80.
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Al-Shehri, S. (2011). Connectivism: A new pathway for theorising and promoting mobile language learning. International Journal of Innovation and Leadership on the Teaching of Humanities, 1(2), 10-31.
Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. British Journal of Educational Technology, 37(6), 825-840. Retrieved from http://dx.doi.org/10.1111/j.1467-8535.2006.00662.x
Azar, B. (2007). Grammar-based teaching: A practitioner’s perspective. TESL-EJ, 11(2), 1-12. Retrieved from http://www.tesl-ej.org/ej42/a1.pdf
Baran, B. (2010). Facebook as a formal instructional environment. British Journal of Educational Technology, 41(6), E146-E149.
Bartlett-Bragg, A. (2006). Reflections on pedagogy: Reframing practice to foster informal learning with social software. Retrieved January 18, 2013 from http://matchsz.inf.elte.hu/TT/docs/Anne20Bartlett-Bragg.pdf
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El-Hibir, B., & Al-Taha, F. (1992). Orthographic errors of Saudi students learning. English Language Learning Journal, 5(1), 85-87.
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Hayashi, P. (2011). A learning success story using Facebook. Studies in Self-Access Learning Journal, 2(4), 309-316.
Herrero, A. H. (2005). Content-based instruction in an English oral communication course at the University of Costa Rica. Actualidades Investigativas en Educación, 2(5), 1-28.
Hinkel, E. (2002). Grammar teaching in writing classes: Tenses and cohesion. In E. Hinkel and S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 181-198). Mahwah, NJ: Erl-baum.
Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mah-wah, NJ: Lawrence Erlbaum Associates.
Kabilan M., Ahmed, N., & Abidin, M. (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, 13, 179-187.
Kwong, V. (2007). Reach out to your students using MySpace and Facebook. Indiana Libraries, 26(3), 53-57.
Lambert, P. E., & Walker, R. A. (1996). Designing collaborative WWW learning environments - the HENRE project. Retrieved from http://walkerr.edfac.usyd.edu.au/henresite/apwww/apwww-paper-.html
Lampe, C., Wohn, D. Y., Vitak, J., Ellison, N. B., & Wash, R. (2011). Student use of Facebook for organizing collaborative classroom activities. Computer-Supported Collaborative Learning, 6, 329-347. Retrieved fromhttp://ijcscl.org/
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Majid, A. H. A., Stapa, H. S., & Keong, C. Y. (2012). Scaffolding through the blended approach: Improving the writing process and performance using Facebook. American Journal of Social Issues &Humanities, 2, 336-342. Retrieved from http://www.ajsih.org/index.php/ajsih/index
Maranto, G., & Barton, M. (2010). Paradox and promise: MySpace, Facebook, and the sociopolitics of social networking in the writing classroom. Computers and Composition, 27(1), 36-47.
Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers &Education, 55(2), 444-453.
Melor, M. D. Y., Salehi, H., Sun, Ch. H., Yen, J. Y. P., & Li, L. K. S. (2012). Using Facebook groups in teaching ESL writing, Recent Researches in Chemistry, Biology, Environment and Culture, 75(1), 75-80.
Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 28(2), 345-368.
Nedal, A., Bani-Hani, N. A., Al-Sobh, M. A., & Abu-Melhim, A. H. (2014). Utilizing Facebook groups in teaching writing: Jordanian EFL students’ perceptions and attitudes. International Journal of English Linguistics, 4(5).
Orman, T. (n.d.). Grammar errors. Retrieved from http://ointerest.com/mrsorman/grammarerrors/
Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). Longman.
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443-456.
Pazaver, A., & Wang, H. (2009). Asian students’ perceptions of grammar teaching in the ESL classroom. The International Journal of Language, Society and Culture, 27(4), 27-35.
Pica, T. (1994). Questions from the language classroom: Research perspectives. TESOL Quarterly, 28(1), 49-79.
Ping, N. S., & Maniam, M. (2015). The effectiveness of Facebook group discussions on writing performance: A study in matriculation college. International Journal of Evaluation and Research in Education (IJERE), 4(1), 30-37.
Purdue University Online Writing Lab. (n.d.). Purdue online writing lab. Retrieved from http://www.owl.english.purdue.edu/owl/section/1/4/
Razak, N. A., Saeed, M., & Ahmad, Z. (2013). Adopting Social Networking Sites (SNSs) as interactive communities among English Foreign Language (EFL) learners in writing: Writing classroom: Strengths and weaknesses. English Language Teaching, 5(8), 1916-4750.
Rifai, R. (2010). Students’ attitude on the use of Facebook and blog in writing class and their writing competence. Journal Lingua CUl TURA, 4(1), 25-38.
Saunders, P., & Scialfa, C. (2003). The effects of pre-exam instruction on students’ performance on an effective writing exam. Written Communication, 20(2), 195-212.
Schwartz, H. L. (2009). Facebook: The new classroom commons? The Chronicle Review. Retrieved from http://gradstudies.carlow.edu/pdf/schwartz-chronicle_9-28-09.pdf
Schleppegrell, M. J. (1998). Grammar as resource: Writing a description. Research in the Teaching of English, 32(3), 182-211.
Shih, R. C. (2011). Can web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australian Journal of Educational Technology, 27(5), 829-845. Retrieved from http://www.ascilite.org.au/ajet/submission/index.php/AJET/inde
Shukor, S. S., & Noordin, N. (2014). Effects of Facebook collaborative writing groups on ESL undergraduates’ writing performance. International Journal of English Language Education, 2(2). doi:10.5296/ijele.v2i2.5868
Solomon, G., & Schrum, L. (2007). Web 2.0 new tools, new schools. Washington, D.C.: International Society for Technology in Education.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of second language writing, 14(3), 153-173.
Suthiwartnarueput, T., & Wasanasomsithi, P. (2014). Effects of using Facebook as a medium for discussions of English grammar and writing of low-intermediate EFL students. Electronic Journal of Foreign Language Teaching, 9(2), 194-214.
Wen-Chaun, L., & Ching, Y. (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses. English Teaching: Practice and Critique, 10(2).
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.
Wertsch, J. V., & Viste, P. T. (2005). L. S. Vygotsky and contemporary developmental psychology. In H. Daniels, Introduction Vygotsky (pp. 57-78). New York: Routledge.
Wichadee, S. (2013). Peer feedback on Facebook: The use of social networking websites to develop writing ability of undergraduate students. Turkish Online Journal of Distance Education, 14(4), 88-103. http://education.waikato.ac.nz/research/files/etpc/files/2011v10n2dial1.pdf
Winter, J. K., Neal, J. C., & Warner, K. K. (1996). Student and instructor use of comments on business communication papers. Business Communication Quarterly, 59(4), 56-68.
Yancey, K. (2009). Writing by any other name. Principal Leadership, 10(1), 26-29.
Yang, Y. F. (2011). A reciprocal peer review system to support college students’ writing. British Journal of Educational Technology, 42(4), 687-700.
Yani, M. (2011). The most common grammar mistakes made by English students when updating Facebook status (A Study Case of English students of Tarbiyah Faculty, IAIN Ar-Raniry). Tarbiyah Faculty IAIN Ar-Raniry Darussalam-BandaAceh.
Yen,Y. C., Hou, H. T., & Chang, K. E. (2012). Applying Facebook instructional strategy to enhance learners’ writing skills in English as a foreign language course. Edulearn 12 Proceedings, 4920-4927.
Yusof, J., AbManan, N. A., & Alias, A. A. (2012). Guided peer feedback on academic writing tasks using Facebook notes: An exploratory study. Paper presented at The 3rd International Conference on E-Learning ICEL 2011, Bandung, Indonesia. Procedia Social and Behavioral Sciences, 67, 216-228.
Zhao, Y. (2003). Integrating technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1).