PEN Academic Publishing   |  ISSN: 1308 - 951X

Original article | International Journal of Research in Teacher Education 2020, Vol. 11(4) 55-84

Facebook and ESL Writing: Students’ Perspectives in one of the Saudi Institutions

Dr. Ahmed Al Shlowiy, Dr. Khaled Layali

pp. 55 - 84   |  Manu. Number: ijrte.2020.010

Published online: December 29, 2020  |   Number of Views: 24  |  Number of Download: 135


Abstract

There has been a mixed pattern of results concerning the use of Facebook in ESL writing outside class in the literature. To understand such a pattern, the researchers intend to gain an in-depth insight about the students’ perceptions of the benefits and drawbacks of using Facebook in ESL writing. The researcher conducted this study with their students at one of the institutions in Saudi Arabia. 10 students participated in this study while they were studying the English composition course, which focused on different types of essays and academic writing. Their level of English proficiency was at the upper intermediate level. The researchers employed three methods to collect data: a questionnaire, an interview, and participant observations. The findings show six benefits for using Facebook in ESL writing: (1) motivation to write, (2) collaboration among students, (3) improvement of writing, (4) being a good medium to practice writing outside class, (5) providing a less-pressure atmosphere for writing, and (6) ease of use and enabling writing anytime anywhere. Two drawbacks were identified: (1) distraction by chat invitations and (2) use of impolite language. The researchers provided suggestions for maximizing the benefits and minimizing the drawbacks.

Keywords: ESL writing, writing issues, Facebook in TESL, students’ perspectives, out of class activities


How to Cite this Article?

APA 6th edition
Shlowiy, D.A.A. & Layali, D.K. (2020). Facebook and ESL Writing: Students’ Perspectives in one of the Saudi Institutions . International Journal of Research in Teacher Education, 11(4), 55-84.

Harvard
Shlowiy, D. and Layali, D. (2020). Facebook and ESL Writing: Students’ Perspectives in one of the Saudi Institutions . International Journal of Research in Teacher Education, 11(4), pp. 55-84.

Chicago 16th edition
Shlowiy, Dr. Ahmed Al and Dr. Khaled Layali (2020). "Facebook and ESL Writing: Students’ Perspectives in one of the Saudi Institutions ". International Journal of Research in Teacher Education 11 (4):55-84.

References

    Abdul Majid, A. H. A., Stapa, S. H., &Keong, Y. C. (2012). Scaffolding through the Blended     Approach: Improving the Writing Process and Performance Using Facebook. American       Journal of Social Issues and Humanities, 2(5), 336-342.

    Abrams, Z. I. (2003). Flaming in CMC: Prometheus’ fire or inferno’s? CALICO Journal, 20,      245-260.

    Bani-Hani, N. A., Al-Sobh, M. A., & Abu-Melhim, A. R. H. (2014). Utilizing Facebook Groups in Teaching Writing: Jordanian EFL Students’ Perceptions and Attitudes. International Journal of English Linguistics, 4(5), p27.

    Baran, B. (2010). Facebook as a formal instructional environment. British Journal of     Educational Technology, 41(6), pp. E146-E149.

    DeWalt, K. M., &DeWalt, B. R. (2011). Participant observation: A guide for fieldworkers.        Rowman Altamira.

    Jung, I., Kudo, M. and Choi, S-K., (2012). Stress in Japanese learners engaged in online collaborative learning in English. British Journal of Educational Technology, 43 (6),       pp. 1016-1029.

    Khan, R. K., & Ivy, T. I. (2014). Using Facebook for large writing classrooms: A possibility for Bangladesh. International Journal of Multifaceted and Multilingual Studies, 1(1).

    Koç, D. K., & Koç, S. E. (2016). Students’ Perceptions of Blog Use in an Undergraduate           Linguistics Course. Journal of Language and Linguistic Studies, 12(1), 9-19.‏

    Lemeul, J. (2006). Why I registered on Facebook. Chronicle of Higher Education 53, no. 2: C1.

    Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of Higher Education 53, no. 18: B26.

    Maranto, G. and Barton, M., (2010). Paradox and promise: MySpace, Facebook, and the            sociopolitics of social networking in the writing classroom. Computers and Composition,    27(1), pp.36-47.

    Mazman, S. G., and Usluel, Y. K., (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), pp.444-453.

    Maykut, P., Morehouse, R. (1994). Beginning Qualitative Research, A Philosophic and Practical           Guide. London: Routledge.

    McLoughlin, C., and Lee, M. J. (2008). Mapping the digital terrain: New media and social        software as catalysts for pedagogical change. Melbourne: Ascilite.

    Nepomuceno, M. M. (2011). Writing online: Using blogs as an alternative writing activity         intertiary ESL classes. TESOL Journal, 5, 92-105.

    Perry, F. L. (2011). Research in applied linguistics: Becoming a discerning consumer.   Routledge.‏

    Suthiwartnarueput, T & Wasanasomsithi, P. (2012). 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), p. 194.

    Shukor, S. & Noordin, N. (2014). Effects of Facebook Collaborative Writing Groups on ESL     Undergraduates’ Writing Performance. International Journal of English Language         Education, 2(2).

    Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), pp.829-845.

    Yunus, M. M., Salehi, H., Sun, C. 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, 75-80.