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The Influence of Facebook Posts towards the Vocabulary Development of the Grade 9 Students of Holy

Trinity Academy S.Y. 2017-2018 in the Philippines

Annotated Bibliography

Sim, Monica-Ariana (2014) The Impact of Social Media on Vocabulary Learning Case Study-Facebook.
Retrieved from http://steconomiceuoradea.ro/anale/volume/2014/n2/013.pdf

ABSTRACT

The paper aims at investigating the impact of computer and social media in improving students’
knowledge of English language namely vocabulary acquisition (focused on Facebook) with intermediate
and upper intermediate first and second year ELT students in Economics at the Faculty of Economic
Sciences, University of Oradea. Social media technologies take on many different forms including
magazines, Internet forums, weblogs, social blogs, wikis, social networks, podcasts, pictures, videos etc.
Technologies cover blogging, picture-sharing, wall-posting, music-sharing just to name a few. Nowadays
Facebook technology seems to play an important part for the social life of so many becoming more and
more popular as a main means of communication, that it could also meet an educational need. Thus it
could play a distinguished role in foreign language learning and teaching. Several studies investigate
using different technologies in learning and teaching, in particular, foreign language learning. Still, rare
studies were interested precisely in the role of Facebook in learning foreign languages. In this study was
intended to assess the role and effectiveness of Facebook use in vocabulary learning. Particularly, the
research attempts to answer the question: ‘Can social media affect students’ development and progress
in the foreign language?’ In order to discover the answer to this question of the study, a project based
on Facebook for the experimental group was conceived. It was assumed that significant differences
were to be found between the groups using social media for learning purposes and those who did not in
developing vocabulary knowledge. The study was conducted with a number of 127 students of the
Faculty of Economic Sciences, University of Oradea, 1st and 2nd year students following the
specializations: International Business, Management, Marketing, Finances studying in the academic year
2013-2014. The development in each group was measured and it clearly demonstrated a more
significant improvement in vocabulary knowledge of the group exposed to the Facebook group. It is a
rather innovative study as there are not many similar studies using the value Facebook can add to
learning performed in Romania. The results of the study did not support the assumption that the
experimental group would outperform the control group, as the differences between the two groups
were not that significant. However, there was an improvement in both of the groups from pre-test to
post-test scores.

ANNONATED BIBLIOGRAPHY

This research aims to investigate the impact of social media, mainly Facebook, in improving students’
knowledge of the English language in vocabulary. The focus on this research is to present the benefits of
Facebook in teaching and learning vocabulary. The author is from the University of Oradea in Oradea,
Romania and they tested 127 students who are 1st and 2nd year students in International Business,
Management, Marketing, and Finances in the S.Y 2013 – 2014. They’ve taken English classes before the
undergraduate education in ELT and almost all of them have the similar level in English Proficiency.
They’ve tested them by separating them randomly in two groups, one group is to be taught using
Facebook and the second is taught the traditional way of teaching and both groups take the same pre-
test and post-test. In their test, it showed how the Facebook group was a little more efficient.

Nikbakht, Elham; Boshrabadi, Abbas (2015, October) Analyzing the Potential of Social Networking Sites
on EFL Learners’ Vocabulary Mastery: A Situated-learning Approach. Retrieved from
http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls050816351641/0

Abstract

To what extent is the appearance of Social Networking Sites (SNSs), from the increased use of
technology-supported online interactions, influencing EFL learners’ vocabulary learning
process? Answering this question is the main objective of the present study. Without a doubt, with the
advent of computer-mediated learning technologies, today’s students have been provided with more
adjustable approaches in foreign language learning. Accordingly, the present study aimed at exploring
the educational benefits of using Social Networking Sites (SNSs) such as Facebook in the development of
Iranian EFL learners’ vocabulary knowledge. Following a pretest-posttest design, the participants of
experimental and control groups, who were 100 EFL learners from Islamic Azad University of Khorasgan
(Isfahan), Iran, were compared regarding the level of their vocabulary knowledge. The findings pointed
to the positive role of SNSs, as an instructional tool, in enhancing students’ level of second language (L2)
lexical knowledge by allowing the retention of new words in an interactional environment. Finally, as a
post hoc analysis, a questionnaire was administered to the participants of experimental group so as to
gauge their opinions towards the effectiveness of using such SNSs in the process of L2 vocabulary
learning.

Annotated Bibliography

In this research, the researchers who are from the Islamic Azad University of Khorasgan, Iran wanted to
know the extent of the appearance of Social networking Sites from the increased use of technology-
supported online interactions, influencing EFL learners’ vocabulary learning processes. By learning the
extent is the main objective of their research. A part of their goals is to explore the educational benefits
of using Social Networking Sites such as Facebook in the development of Iranian EFL learners’
vocabulary knowledge. There were two groups with 100 respondents in total which are the
experimental and control group and they were compared regarding their vocabulary knowledge before
and after the research. The result of their research is positive as in enhanced the experimental group’s
level of second language lexical knowledge by allowing the retention of the new words in an
interactional environment.

Teknologi, Jurnal (2015, December) Learning English Vocabulary Using Web-based Leitner Box with
Social Network. Retrieved from
http://www.jurnalteknologi.utm.my/index.php/jurnalteknologi/article/view/7021
Abstract

The aim of the research is to explore the impact of the web-based Leitner Box which is enhanced with
social network, particularly Facebook on English vocabulary learning. This research used mixed research
design and the data were collected both in qualitative and quantitative ways. The instruments include
questionnaire, semi-structured interviews, and performance tests. 35 university’s students were chosen
randomly as the respondents for the questionnaire and 30 students from English class were chosen
purposively to do the pre-test and post-test. From the findings, it is discovered that students agreed
they have problems in learning vocabulary (mean = 3.98). The web-based Leitner Box has a significant
positive impact on English vocabulary learning (p<0.05). Findings from the questionnaires also revealed
that students gave positive opinions toward web-based Leitner box (mean = 4.28). In term of whether
the element of social network can be beneficial to students, the findings showed that social network
helps students to learn English vocabulary in this collaborative learning environment (mean = 4.28). The
students claimed that web-based Leitner Box and social network make the vocabulary learning process
much easier and more interesting by sharing information and actively participating in the collaborative
learning environment.

Annotated Bibliography

In this research they want to explore the impact of the web-based Leitner Box which is enhanced with
social network, particularly Facebook on English vocabulary learning. They’ve used 65 students were
used, 35 were chosen randomly as the respondents for the questionnaires while the 30 students from
an English class were chosen purposively to do the pre-test and post-test. The end result is that the
social network did help the student to develop their English vocabulary in this collaborative learning
environment. The students claimed that web based Leitner Box and social network make the vocabulary
learning process much easier and more interesting by sharing information and actively participating in
the collaborative learning environment.

Chiroma, Haruna; Shuib, Nor; Abubakar, Adamu; Zeki, Akram; Gital, Abdulsalam; Herawan, Tutut;
Abawajy, Jemal (2016, December 22) Advances in Teaching and Learning on Facebook in Higher
Institutions. Retrieved from http://ieeexplore.ieee.org/document/7795248/

Abstract

Facebook has now become the most popular and extensively used social networking site
among students of institutions of higher education. This makes it a widespread tool for
communication and exchange of ideas. Notable to that is an active research in determining
the utility of Facebook as a complementary tool in teaching and learning. The uses of the
social networking sites especially, Facebook has been reported in a wide variety of results
with respect to factors, such as students' learning performance, involvement, and
acceptance, have been reported in the literature. This paper presents a comprehensive
review of recent studies that employ Facebook as a tool for teaching and learning in
institutions of higher education. We analyze the use of Facebook as a teaching and learning
tool for various courses. Thereafter, its impacts on enhancing student learning outcomes as
well as its negative impact on students' performance are evaluated. We also highlight the
main limitations of the existing and previous studies. Future research directions for
incorporating Facebook into the teaching and learning at institutions of higher education are
suggested. This review is helpful to educators who plan to integrate Facebook into their
teaching as well as to the researchers for further exploration of Facebook as a tool in
teaching and learning.

Annotated Bibliography

In this study, their object is determining the utility of Facebook as a complementary tool in teaching and
learning, they employ Facebook as a tool for teaching and learning in institutions of higher education.
The uses of the social networking sites especially, Facebook has been reported in a wide variety of
results with respect to factors, such as students' learning performance, involvement, and acceptance,
have been reported in the literature. The researcher had 109 participants from the Federal College of
Education in Nigeria and they had observed that the Facebook methods were slightly significantly better
than the traditional method. They’ve used the method of making two reviewers one on Facebook and
the other the traditional method to get this result.

Kramer, Adam; Chung, K (2011) Dimensions of Self-Expression in Facebook Status Updates. Retrieved
from https://www.researchgate.net/publication/221298016_Dimensions_of_Self-
Expression_in_Facebook_Status_Updates

Abstract

We describe the dimensions along which Facebook users tend to express themselves via status updates
using the semi-automated text analysis approach, the Meaning Extraction Method (MEM). First, we
examined dimensions of self-expression in all status updates from a sample of four million Facebook
users from four English-speaking countries (the United States, Canada, the United Kingdom, and
Australia) in order to examine how these countries vary in their self-expressions. All four countries
showed a basic three component structure, indicating that the medium is a stronger influence than
country characteristics or demographics on how people use Facebook status updates. In each country,
people vary in terms of the extent to which they use Informal Speech, share Positive Events, and discuss
School in their Facebook status updates. Together, these factors tell us how users differ in their self-
expression, and thus illustrate meaningful use cases for the product: Talking about what’s going on
tends to be positive, and people vary in terms of the extent to which their status updates are short,
slangy emotional expressions and topics regarding school. The specific words that define these factors
showed subtle differences across countries: The use of profanity indicates fewer school words (but only
in Australia), whereas the UK shows greater use of slang terms (rather than profanity) when speaking
informally. The MEM also identified English-language dialects as a meaningful dimension along which
the countries varied. In sum, beyond simply indicating topicality of posts, this study provides insight into
how status updates are used for self-expression. We discuss several theoretical frameworks that could
produce these results, and more broadly discuss the generation of theoretical frameworks from wholly
empirical data (such as naturalistic Internet speech) using the MEM.
Annotated Bibliography

In this research, they’ve examined dimensions of self-expression in all status updates from a sample of
four million Facebook users from four English-speaking countries (The United States, Canada, The United
Kingdom and Australia.) This research relies on the Meaning Extraction Method, which relies on the
lexical hypothesis and makes single lexical items (words) in that language and apply it to the personality
and it describes a person’s character by the represented single word in that language. All status updates
from four million Facebook users were analyzed, they’ve listed single lexical items and ranked how
frequent they were used and then filtered it as top 1000, this Meaning Extraction Method can be used
as a tool for both generating and testing theories of language within a medium. This method is to extract
meaningful dimension of self-expression in Facebook status updates. This result on how social media is
shaping our communication.

Thrairaj, Saraswathy; Hoon, Er Pek; Roy, Swagata; Fong, Pok (2015) Reflections of Students’ Language
Usage in Social Networking Sites: Making or Marring Academic English. Retrieved from
http://www.ejel.org/issue/download.html?idArticle=440

Abstract

Social networking sites (SNSs) have become a major form of communication in today’s day and age
whereby language use has been impacted in various areas especially in that of learning and teaching.
Young users use literally half their week engaging in SNSs communication, thereby giving rise to a brand
of internet slang which is entirely their own. This youth-speak has gone on to influence other areas of
language usage. The questions asked in the survey increased the identification of the linguistic features
such as the frequency of code switching and erratic spelling and leet, thus expanding the research base.
The survey participants, the majority of who are from the Chinese ethnic group had experienced mother
tongue interference in their English Language proficiency. The descriptive statistical method was used to
analyses the questionnaires, wherein the data collected indicated a rather excessive usage of short
messaging texts by almost all respondents owning a mobile device. To authenticate the research
findings, an analysis of the text discourses was found to be necessary. The findings proved that the
frequent use of short messaging had not majorly affected the English language proficiency of the
participants. In academic writing there was a conscious effort to stay clear of SNSs language. The
mushrooming SNSs has helped create a whole young generation who has their own meta-language,
which provides an opportunity to probe to what extent the English language is altered. This research
should kick-start research on how the English language in these areas is used and whether the frequent
use of it can develop or weaken proficiency in the language. The results of the present study will
definitely enrich the corpus of work conducted on the influence of language of social media and
encourage further detailed research in this area.

Annotated Bibliography

In this study, they’ve researched the frequent use of short messaging whether it had or not majorly
affected the English language proficiency in the English Language. From their research their object is
that they want to determine the association between language preference and English proficiency, to
examine how abbreviations and short forms relate to English proficiency and lastly, to investigate the
relationship between the usage of Social Networking Sites and English proficiency. They used 236
respondents from different parts of Malaysia who are 15-34 years old and 99.2%of them used the SMS
function. Based on their research respondents set their own preferred language as a default language
in SNS and it did negatively impact the respondents’ proficiency in the English language, but students
avoid using short forms on their exams.

Kabilan, Muhamad; Zahar, Tuti (2016, January) Enhancing Students’ Vocabulary Knowledge Using the
Facebook Environment. Retrieved from http://ejournal.upi.edu/index.php/IJAL/article/view/1346

Abstract

This study investigates the effectiveness of using Facebook in enhancing vocabulary knowledge among
Community College students. Thirty-three (33) Community College students are exposed to the use of
Facebook as an environment of learning and enhancing their English vocabulary. They are given a pre-test
and a post-test and the findings indicate that students perform significantly better in the post-test compared
to the pre-test. It appears that Facebook could be considered as a supplementary learning environment or
learning platform or a learning tool; with meaningful and engaging activities that require students to
collaborate, network and functions as a community of practice, particularly for introverted students with low
proficiency levels and have low self-esteem.

Annotated Bibliography

This study investigates the effectiveness of using the Facebook in enhancing vocabulary knowledge
among community college students are exposed to the use of Facebook as an environment of learning
and enhancing their English vocabulary. 33 students are given a pre-test and posttest in which, the
findings indicate the students perform significantly better in supplementary learning environment or
learning platform or a learning tool; with meaningful and engaging activities that require students to
collaborate, network and functions as a community of practice, particularly for introverted students
with low proficiency levels and how low self-esteem.

Faryadi, Qais (2017) Effectiveness of Facebook in English Language Learning: A Case Study. Retrieved
from https://doi.org/10.4236/oalib.1104017

Abstract

The prime objective of this research was to investigate whether Facebook helped undergraduate
students of Universiti Sains Islam Malaysia (USIM) improve their English language proficiency, critical
thinking, comprehension skills, and motivation. A triangulation method (quantitative, qualitative, and
descriptive) was employed in the investigation. A total of 900 undergraduate students participated. The
900 participants were first year students from USIM. The instruments used in this research were
questionnaires, interviews, and observations. Results from a pre-test and a post-test showed that
students who used Facebook i.e. the control group outperformed (88.8% passed) the students who
were not exposed to Facebook (60% passed) in all the three categories. The findings indicated that
Facebook indeed helped students to improve their English proficiency, besides learning new words and
terminologies. This research offers guidelines to future researchers on the methodology of learning
English language and helps them design an effective interactive multimedia learning environment in
their classroom. The findings of this research would also contribute to the expansion of the paradigm of
Constructivism. The findings of this empirical research could be prototyped for learning other languages
in the classroom.

Annotated Bibliography

In this study the prime objective is to investigate whether Facebook helped undergraduate students of
Universiti Sains Islam, Malaysia (USIM) improve their English language proficiency, critical thinking,
comprehension skills, and motivation. The 900 participants that were chosen were first year students
from USIM. They’ve used questioners, interviews and observations. Results from this pretest and post
test showed that the students’ who used Facebook which is the controlled group outperformed (88.8%)
passed the students who were not exposed to Facebook (60% passed) in all the three categories

Suthiwartnarueput, Thanawan; Wasanasomsithi, Punchalee (2012) Effects of Using Facebook as a


Medium for Discussion of English Grammar and Writing of Low-Intermediate EFL Students. Retrieved
from http://e-flt.nus.edu.sg/v9n22012/suthiwartnarueput.pdf

Abstract

The present study explored the effects of using Facebook as a medium for grammar and writing
discussions of low-intermediate EFL students. The data were collected from the students’ utterances
asking for explanations about English grammar and writing that were posted on Facebook, their gain
scores in the pre-test and post-test, and interview responses. The findings showed a statistically
significant difference between the mean scores of the pre-test and the post-test (t = 6.65, p = 0.00).
Most common topics of discussion involved sentence structures, followed by word meanings, parts of
speech and then relative clauses. It was found that English grammar was worth promoting for
discussions on Facebook because there were correlations between the gain scores in the grammar and
writing parts at the significant levels (r = 0.399 in the pre-test and r = 0.859 in the post-test). The
students also had positive attitudes toward using Facebook as a means of learning grammar and writing.
As an alternative learning tool, Facebook provided them a convenient and attractive means to engage in
discussions with the teacher and other users who had better grammatical knowledge.

Annotated Bibliography

In this study, it explored the effects of using Facebook as a medium for grammar and writing discussions
of low-intermediate EFL students. The participants of the study were 83 first-year undergraduate
students at a university in Nakhon Pathom Province, Thailand. Sixty-one students in this group were
male and twenty-two of them were female. Their ages ranged from 18 and 22 years. The date were
collected from the students’ utterances asking for explanations about English grammar and writing that
were posted on Facebook, their scores in the pre-test and posttest and the interview responses. The
findings showed a statistically significant difference between the mean scores of the pre-test and post-
test. Proving that Facebook can be used as a medium for discussion and it helps students significantly in
learning.
Han, Bo (2014, February) Improving the Utility of Social Media with Natural Language Processing
Retrieved from https://minerva-
access.unimelb.edu.au/bitstream/handle/11343/41029/thesis.pdf?sequence=1

Abstract

Social media has been an attractive target for many natural language processing (NLP) tasks and
applications in recent years. However, the unprecedented volume of data and the non-standard
language register cause problems for off-the-shelf NLP tools. This thesis investigates the broad question
of how NLP-based text processing can improve the utility (i.e., the effectiveness and efficiency) of social
media data. In particular, text normalization and geolocation prediction are closely examined in the
context of Twitter text processing. Text normalization is the task of restoring non-standard words to
their standard forms. For instance, earth quick and 2morrw should be transformed into “earthquake”
and “tomorrow”, respectively. Non-standard words often cause problems for existing tools trained on
edited text sources such as newswire text. By applying text normalization to reduce unknown non-
standard words, the accuracy of NLP tools and downstream applications is expected to increase. In this
thesis, I explore and develop lexical normalization methods for Twitter text. I shift the focus of text
normalization from a cascaded token-based approach to a type-based approach using a combined
lexicon, based on the analysis of existing and developed text normalization methods. The type-based
method achieved the state-of-the-art end-to-end normalization accuracy at the time of publication, i.e.,
0.847 precision and 0.630 recalls on a benchmark dataset. Furthermore, it is simple, lightweight and
easily integrable which is particularly well suited to large-scale data processing. Additionally, the
effectiveness of the proposed normalization method is shown in non-English text normalization and
other NLP tasks and applications. Geolocation prediction estimates a user’s primary location based on
the text of their posts. It enables location-based data partitioning, which is crucial to a range of tasks
and applications such as local event detection. The partitioned location data can improve both the
efficiency and the effectiveness of NLP tools and applications. In this thesis, I identify and explore
several factors that affect the accuracy of text based geolocation prediction in a unified framework. In
particular, an extensive range of feature selection methods is compared to determine the optimized
feature set for the geolocation prediction model. The results suggest feature selection is an effective
method for improving the prediction accuracy regardless of geolocation model and location partitioning.
Additionally, I examine the influence of other factors including non-geotagged data, user metadata,
tweeting language, temporal influence, user geolocatability, and geolocation prediction confidence. The
proposed stacking-based prediction model achieved 40.6% city-level accuracy and 40km median error
distance for English Twitter users on a recent benchmark dataset. These investigations provide practical
insights into the design of a text-based normalization system, as well as the basis for further research on
this task. Overall, the exploration of these two text processing tasks enhances the utility of social media
data for relevant NLP tasks and downstream applications. The developed method and experimental
results have immediate impact on future social media research.
Annotated Bibliography

In this research, it investigates the broad question of how NLP (Natural Language Processing)-based test
processing can improve the effectiveness of social media data. In particular, text normalization and
geolocation prediction are closely examined in the context of Twitter text processing. They explored and
develop lexical normalization methods for Twitter text. The developed method and experimental results
have immediate impact on future social media research; they’ve used city-based class representatives in
the United States of America.

Ibrahim, Mariam (2013) The Effect of Using Facebook on Improving Students’ Writing Skills on English.
Retrieved from https://scholar.najah.edu/sites/default/files/Mariam%20Ibrahim.pdf

Abstract

This study investigated the effect of using Facebook on improving the students’ writing skills for the
ninth graders in the Latin Patriarchate Private School in Qabatia District in Zababdeh. The sample of the
study was purposeful. It consisted of 40 ninth grade students at the Latin Patriarchate School in
Zababdeh in the first semester of the scholastic year 2012-2013. For data collection, the researcher used
an experimental group and a control group to examine the effect of using Facebook on improving the
students’ writing skills. The experimental group was taught how to write effectively by using the modern
technological tools mainly Facebook, whereas the control group was taught writing traditionally. The
researcher used an IQ test designed by Saleh (1978) to examine equivalence in intelligence. Both groups
were about the same intelligence which guaranteed the equivalence of both groups. Then, a pre-writing
test was applied for the purpose of examining the students’ levels of both groups. The researcher busily
engaged the students of the experimental group in different writing tasks agreed upon between the
teacher and students in advance. These writing tasks focused on teaching the main features of writing
which are mechanics usage and sentence formation. At the end post-writing test was also applied for
both groups to check improvement. The data was collected, coded out and analyzed by using
Independent T-Test, Two-Way ANOVA and Paired T-Test to answer the questions of the study. The
training program comprised 16 meetings on the Facebook social networking website, which aimed at
training the experimental group how to write effectively through correcting mistakes and suggesting
better ideas for their classmates’ writing topics. On the other hand, the control group was taught the
same material but without receiving any training. After 16 sessions of training, means of the pre- and
post- tests for the two groups were calculated. On the basis of the findings, the researcher found that
there was an obvious effect of using Facebook on improving the students’ writing skills. Based on these
findings, the researcher recommended that teachers should give more emphasis to the use of Facebook
in teaching, writing and cooperate with other teachers in other schools to create groups of more
students from different schools, backgrounds and experiences for its positive effects on improving the
students’ writing skills. The researcher also recommended that students should not worry too much
about their mistakes, because mistakes are inevitable and one can learn from these mistakes through
Facebook pages. The researcher recommended decision makers to organize training and workshops for
training teachers how to teach writing perfectly through Facebook which has now become not only an
essential necessity in teaching writing, but also an enthusiastic and challenging way of untraditional
teaching

Annotated Bibliography

In this study, they investigated the effect of using Facebook on improving the students’ writing skills for
the 9th graders in the Larin Patriarchate Private School in Qabatia district in Zababddeh in the scholastic
year 2012 – 2013. They used data collection, in which the researchers used an experimental group and a
control group to examine the effects of using Facebook whether it would help on improving the
students’ writing skill. The result of this method said that the students in the experimental group
(Facebook group) are affected more than the students in the control group.

Hussain, Jebreen; Al-Ghoul, Enas (2014) The Effectiveness of Using Facebook on the Ninth Grade
Students’ Achievement of English in Jordan. Retrieved from
http://www.ccsenet.org/journal/index.php/res/article/view/45679

Abstract

This study aimed at investigating the effectiveness of using Facebook on the English language
achievement of the ninth grade students in Jordan. The study was applied in Asia Secondary School for
Girls in Amman in the first semester 2014/2015, studying the effect of variables such as teaching
method, the cumulative average and the interaction between them. The sample consisted of 68
students divided into two groups. One of them was an experimental group 33 students studied by the
Facebook way and the other was control group 35 students studied the same unit in the traditional way.
The study used two tools: First: educational material. Second: A comprehensive and reliable test was
designed and applied as a pretest to both groups to ensure that they are equal; also they applied the
same test after the completion of the study unit. The results showed statistically significant differences
between the mean of students in the experimental group studied by the Facebook method and the
mean of the control group, in favor of the experimental group. The results also showed statistically
significant differences between the mean of students due to the cumulative average. On the other hand,
there were significant differences regarding the interaction between the method and the cumulative
average. Finally the researchers suggested some recommendations.

Annotated Bibliography
Suboh, Suzana (2013) Facebook as a Tool to Promote the Use of English in Writing among College
Students. Retrieved from http://eprints.utm.my/36794/

Abstract

The use of social media, such as Facebook, blog, Weblog, Flickr, Tumblr and Twitter, in and out of the
classroom context has grown widely. However, we give very minimal concern on the significance of using such
social sites to promote the use of English language in writing and enhance students? Confidence in using the
language. Hence, the purpose of this study is to investigate Facebook as a tool to encourage students of
University College Shahputra to improve their written and reading abilities and simultaneously, boost up their
confidence to communicate with peers virtually and in real life. In line with the purpose, the objectives of the
study elicit students? Perceptions in using Facebook and to promote the use of English in writing in their
learning tasks. It also investigates the factors contributing to students? Confidence in using the English
language without much worry on grammatical rules. Twenty two UiTM students of Diploma in Art & Design are
recruited from one of the classes taught at University College Shahputra Kuantan (UCSA). This study is
conducted using two instruments. Firstly, by using a survey questionnaire and secondly using an online
interview in the Facebook close group. Data obtained from both instruments are later analyses using the
quantitative approach. Findings revealed that students in this study initially became part of the Facebook
community because they wanted to keep in touch with. Later, they discovered that Facebook had more effects
than mere social course formal and informally, but also to write and communicate using the English language
and improved their reading and understanding significantly. This six-week study showed some very positive
improvements in terms of students? Confidence in using the English language to write in their learning tasks.

Annotated

The study’s purpose is to investigate Facebook as a tool to encourage the students of the University of
College Shahputra to improve their written and reading abilities and simultaneously, boost up their
confidence to communicate with peers virtually and in real life. Another objective of this study is to elicit
the students’ perceptions in using Facebook and to promote the use of English in writing in their
learning tasks. 22 students were taken from the UiTM Diplomats in Art and Design enrolled in the end of
February 2013 at the University College Shahputra Kuantan (UCSA). The study used two instruments,
questioners and online interview in the Facebook close group, they discovered that Facebook had more
effects than mere social course formal and informally, but also to write and communicate using the
English language and improve their reading and understanding significantly. This six-week study showed
positive improvements in terms of students’ confidence in using English language to write in their
learning tasks.

Nolan, Panawan (2011, March) Students’ Opinions on the Impact of Using Facebook for English Readings
and Writing Skill Improvement. Retrieved from http://digi.library.tu.ac.th/thesis/lg/0618/title-
appendices.pdf

Abstract

The fast growing number of Facebook users has attracted researchers to investigate the contribution
and damage Facebook has made on the academic field. Previous research has revealed that using
Facebook as a teaching tool motivated students to learn better. In contrast, other research has claimed
that students’ academic performances had been reduced after using Facebook.

The purpose of this study was to investigate Thai students’ opinions about the impact of Facebook on
their English language skill improvement in terms of reading and writing. A survey method with the
distribution of a questionnaire was employed to collect data. The results revealed that increase
exposure to English has been recognized the most, resulting reading skill improvement. Nevertheless,
the advantages of Facebook in English language learning motivation as well as the benefits in English
writing skill improvement was not all recognized.

The overall result indicated that respondents were skeptical about the impact of Facebook on English
language skill improvement. Although Facebook was found to be helpful in learning English as it offers
the opportunity to use English, the question remains; to what extent Facebook helps students in English
learning? Further in-depth action research focusing on English learning skill improvement influenced by
the use of Facebook would be helpful to determine the benefits of Facebook in regards to Thai students
learning of English language.

Annotated Bibliography

In this study, the purpose of it is to investigate the opinions of the Thailand students about the impact of
Facebook on their English language skill improvement in terms of reading and writing. The subjects used
in this study are 44 females and 14 males, 55 are Matthayom and 6 are 12th grader at Praharuthai
Nontaburi School who uses Facebook. They used a research survey; a quantitative approach with the
use of descriptive survey method was employed in order to collect information about students’ opinions
on English language reading and writing skill improvement from using Facebook. The results of it states
that the respondents recognized “Facebook expands my vision and knowledge in English.”

Sen, Nobanita (2016, August) The Discourse Analysis of Facebook and its Impact on Language Learning:
A Study. Retrieved from http://www.press.uchicago.edu/ucp/books/book/chicago/D/bo3622294.html

Abstract

This study attempts to find out the role of Facebook on language learning. Therefore it includes
analyzing the discourse of different apps that are popular in use on Facebook. Different components of
discourse analysis have been used to identify and explore the impairment, and how they affect one’s
language practice. For the empirical data, a survey was conducted with the use of quantitative method.
This paper concluded with some recommendations on what steps should be taken to overcome the
limitations which were found during the research. Keywords: DA (Discourse analysis), FB (Facebook),
SNA (social network analysis), CALL (Computer Assisted Language Learning), ALIVE (Authenticity,
Literacy, Interaction, Vitality and Empowerment), VR (Virtual Reality), Face-booking, Web 2.0 tool,
Synchronous Asynchronous learning, Teacher Collaboration.

Annotated Bibliography
This research aims to figure out the role of Facebook on language learning. Therefore it includes
analyzing the discourse of other apps that are often used especially Facebook. Unlike other components
of discourse analysis have been used to indicate and consider the impairment, and how they affect
one’s language practice. 42 BRAC University students on the department of English and humanities in
the year 2015-2016. For the empirical data, a survey was organized with the use of quantitative
methods. This paper concluded with some suggestion on what steps should be occupied to overcome
the limitations which were found during the research. The outcome of this research had shown us on
how young generation was affected by the use of Facebook. This makes them technologically biased to
only one site.