An Investigation of Facebook for Language Learning: Better Understanding Perceptions and Participation

Abstract

This study investigated student perceptions of using Facebook for Language Learning (FBLL) and identified Facebook participation patterns. Perceptions of 26 students from a South Korean university were attained through class discussions and a FBLL perceptions survey. Correlation analysis was used to show the relationship between FB participation variables (e.g., number of posts/replies, word count, and sentence length) and both second language (L2) proficiency as well as writing accuracy. Results show that students reported positive perceptions towards FBLL, with the language skill development category revealing the largest positive mean score. Second language proficiency correlated positively with FB participation in six of the eight observed participation variables while writing accuracy correlated with only two, indicating learners with lower L2 proficiency displayed writing accuracy on par with their higher L2 proficiency counterparts in the genre of FB writing. As expected, main posts displayed longer text with more complex sentence structure and vocabulary use than replies, while the number of replies was greater. Students wrote 1390 words on average indicating FBLL is a valid supplementary communications activity in the language learning classroom. Results driven recommendations for future use of FBLL in the classroom are given.