Using a Facebook Closed Group to Improve EFL Students' Writing

This study investigates how social media, in this case Facebook, can be incorporated in ELT through e-dialogue journal writing shared in a Facebook closed group. Fifteen EFL students participated in this case study. They were second, third, and fourth year students of English Education Department of...

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Bibliographic Details
Published in:TEFLIN journal 2016-01, Vol.27 (1), p.82
Main Author: Rodliyah, Rojab Siti
Format: Article
Language:English
Subjects:
Adolescents
African Languages
Case Studies
College Students
Communication (Thought Transfer)
Constructivism (Learning)
Dialogs (Language)
E-dialogue journal writing
Educational Facilities Improvement
Educational Objectives
Educational Technology
Electronic Publishing
English (Second Language)
English as a second language instruction
Facebook closed group
Foreign Countries
Gifted
Higher education
Interpersonal Relationship
Interviews
Journal Writing
Language Skills
Learning Processes
Letters (Correspondence)
Peer Acceptance
Periodicals
Privacy
Second Language Instruction
Second language writing
Social Media
Social networks
Student Attitudes
Student Development
Student Motivation
Student writing
Studies
Teaching
Technology Uses in Education
Writing Ability
Writing Apprehension
Writing Instruction
Writing Skills
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Summary:This study investigates how social media, in this case Facebook, can be incorporated in ELT through e-dialogue journal writing shared in a Facebook closed group. Fifteen EFL students participated in this case study. They were second, third, and fourth year students of English Education Department of a university in Bandung, who voluntarily joined a Facebook closed group for about four months and contributed their journal entries. The content of the students' journals and responses in this closed group were analyzed to identify the nature of the students' journals, the patterns of interaction, and their responses to e-journaling through Facebook. The findings indicate that the students responded positively to this activity and perceived improvement in their writing especially in vocabulary and grammar. The power of learning and sharing from others is also emphasized.
ISSN:0215-773X
2356-2641
DOI:10.15639/teflinjournal.v27i1/82-100