Where to Check Homework? The Emphasis on Supportive Feedback via Social Media by Teachers in CALL and Its Consequences on EFL Learners' Self-assessment, Academic Success, Academic Enjoyment

Abstract

This study investigates the impact of Facebook-mediated supportive feedback on English as a Foreign Language (EFL) learners' self-assessment, academic enjoyment, and academic success in a Computer-Assisted Language Learning (CALL) context. Using a sequential exploratory methodology, this study holistically investigates the research objectives using qualitative and quantitative approaches. Two intact classrooms of lower-intermediate EFL students in an Iraqi language institute were selected; one class was designated as the experimental group receiving Facebook-mediated tasks and the other as the control group using conventional teaching strategies. Among the tools for data collecting were a teacher-made test, semi-structured interviews, and observation. Compared to the control group, the experimental group—which received extra Facebook-mediated tasks and conventional course materials—showcased notably greater degrees of self-assessment, academic enjoyment, and academic success. Positive perceptions of Facebook-mediated interactions were found through the qualitative analyses of observations and interviews, thereby stressing learners' higher motivation, collaboration, and sense of community. The implications of the study are discussed.