ABSTRACT This study aimed to examine the perspectives of English major students at Banking Academy about the usefulness and difficulties associated with utilizing Facebook for vocabulary
INTRODUCTION
Research problem
In the present era, it is undeniable that foreign languages, including English, play a crucial role in facilitating communication among individuals from many countries and professional domains across the globe Social networks have become an integral and significant aspect of daily life, with the purpose of connecting and facilitating interaction among individuals Currently, social networks serve as more than just a tool; they also have a significant impact on several parts of our lives (Şanal et al., 2022) Vietnam is not exempt from these two waves Universities not only incorporate English into their curriculum, but they also offer specialized knowledge in English-based degrees, such as the Faculty of English at Banking Academy In addition, statistical data indicates that around 91.6% of the Vietnamese population possesses a Facebook social network account (Vietnam Digital Report 2023, 2023)
Thus, numerous studies have explored and put into practice the integration of foreign language acquisition and social network apps to foster interaction This is due to the fact that users are frequently deeply involved with social networks, dedicating several hours each day to accessing the content offered by the application This presents a novel chance to make foreign languages more captivating The learning process can evolve according to this pattern of usage Research has been undertaken to explore the advantages of utilizing social networks as a tool or platform to facilitate English language learning among students (Kabilan et al., 2010; AbuSa'aleek, 2015; Blattner & Fiori, 2009), and these studies have consistently demonstrated good outcomes
Furthermore, comprehensive studies were carried out to analyze and evaluate specific components of language, including various skills (Shih, 2021; Ahmed,
2016) Vocabulary is also an important component of language as well as foreign language learning, so it is not surprising that studies have also begun to find a correlation between Facebook use and vocabulary development (Guvendir & Gezgin, 2015; Kabilan et al.; 2016) While there have been some positive indications
2 documented, there have also been some unfavorable outcomes documented (Monica- Ariana & Anamaria-Mirabela, 2014)
However, previous research has examined the usage of social media and Facebook for vocabulary learning; yet, the majority of studies are conducted in controlled groups and classroom environments with teacher guidance Therefore, independent studies are suggested to be conducted to closely examine students’ perspectives (Alharthi et al., 2020) Moreover, there is currently a lack of research on this topic at the Banking Academy Therefore, undertaking a new research track with current trends can provide valuable insights and additional perspectives for future studies.
Research question
The objective of this study is to investigate the effectiveness of Facebook in facilitating students' vocabulary acquisition, as well as identifying the challenges they have when utilizing Facebook for this purpose To accomplish this, the research will respond to the following two inquiries:
1 To what extent do English major students perceive the effectiveness of FB for Vocabulary acquisition?
2 What are the difficulties of English major students in using Facebook for Vocabulary Acquisition?
Scope of the study
This study will specifically examine the effectiveness and difficulties associated with utilizing Facebook as a means of acquiring vocabulary among English-major students at the Banking Academy in Hanoi, Vietnam The scope of this research is students majoring in English language, including those in their first to fourth year of study The research was carried out over four days, from April 13 to April 16, 2024.
Significance of the study
This study aimed to assess the effectiveness and difficulty of students' usage of Facebook for vocabulary acquisition Firstly, the findings of this study can offer
3 educators valuable insights into the capacity of Facebook and other social networks to enhance students' learning experiences Thus, Facebook can be utilized to facilitate the process of instructing and acquiring language for students Secondly, this study enables students to assess the value of Facebook in the vocabulary acquisition process Consequently, students can get a deeper knowledge of engaging with social networks, thereby enhancing the learning process constructively and efficiently.
Structure of the Study
This research has 5 chapters, which are outlined below:
Chapter I - Introduction: This chapter presents the rationale and importance of researching students' perceptions about utilizing Facebook for vocabulary acquisition It also includes the research question, the extent of the study, the significance, and the structure of the research
Chapter II - Literature review: This chapter presents theories, definitions, and linkages with previous research that are relevant to this topic
Chapter III - Research Methodology: This chapter covers the research methodology, which includes the location, study design, data collecting procedure, research instrument, statistical treatment, and the reliability and credibility of the method
Chapter IV - Results and Discussion: This chapter presents the findings, analysis, and discussion with previous studies
Chapter V - Conclusion and recommendations: This chapter provides a concise overview of the research findings, offers recommendations, and acknowledges limitations
Chapter summary: This chapter introduces the research subject, emphasizing the significance of studying the effects of utilizing Facebook for Vocabulary Acquisition The chapter outlined the study objectives aimed at investigating the efficacy and challenges associated with utilizing Facebook for Vocabulary Acquisition The research aims to determine the effectiveness and challenges associated with utilizing Facebook for Vocabulary Acquisition The study's significance was discussed,
4 highlighting its prospective contributions to academic knowledge, lecturers, and learners In addition, the thesis structure was condensed, giving a brief outline of the topics discussed in each following chapter To summarize, this chapter establishes the foundation for a thorough investigation into the effects of using Facebook for vocabulary acquisition The following chapter will explore the concepts in theory and literature review that support this research.
LITERATURE REVIEW
Vocabulary acquisition
Linguistics experts have different views on what vocabulary means Vocabulary can be defined as a linguistic unit with form (Nation, 2001), or as a collection of words a person knows (Linse, 2005), a viewpoint that aligns closely with the explanation provided by the Cambridge Dictionary Moreover, many researchers argue that vocabulary including not only knowing words but also being able to use them in practical situations Specifically, vocabulary is a collection of words that speakers of a language use to communicate (Hatch & Brown, 1995), and a similar definition was mentioned in a study about a decade later: Vocabulary can be seen as "words that we must know to communicate effectively" (Neuman & Dwyer, 2009, p 15) However, many studies refer to vocabulary as a composite of factors Vocabulary is not merely a collection of individual words but rather the combination of these words to form clusters for expression in a context (Lewis, 1993), or even the combination of idioms or phrases together (Ur, 1996)
Although many definitions are based on various factors that make up different vocabulary definitions, in this thesis, Vocabulary is considered the words or phrases an individual knows and can use for their purposes
Vocabulary stands as a pivotal factor consistently underscored by language researchers in discussions on foreign language acquisition If language were conceived as monumental structures, vocabulary would constitute its firm and enduring foundation: "Lexis is the core or heart of a language" (Lewis, 1993, p 89)
In the absence of a rich vocabulary, it would be challenging, if not impossible, to express opinions and viewpoints effectively This viewpoint has been previously expressed by the linguist Wilkins (1972, pp 111, 112): “There is not much value in being able to produce grammatical sentences if one has not got the vocabulary that is
6 needed to convey what one wishes to say While without grammar very little can be conveyed, without vocabulary, nothing can be conveyed.” A similar viewpoint has been previously addressed in a prior research study: "When students travel, they don't carry grammar books, they carry dictionaries." (Krashen, as citedin Lewis,
Additionally, researchers have demonstrated that vocabulary is correlated with the enhancement of various language abilities, including listening, speaking, reading, and writing (Zarrin & Khan, 2014), Aslan (2016, as cited in Doğan, 2014) Reading comprehension is believed to be heavily reliant on the vocabulary size of learners (Schmitt et al., 2011), as it aids them in recognizing and understanding the meanings of words within a text (Schmitt, 2000) The writing skill demands an even larger vocabulary size (Brynildssen, 2000) to effectively employ a diverse range of words for conveying ideas accurately and efficiently (Schmitt, 2000) A study conducted by Ufuk Atas in 2008 also indicated a positive correlation between the vocabulary size of an individual and their listening comprehension abilities Language functions as a fundamental medium of communication, and the possession of a restricted vocabulary can significantly impede language learners' ability to wield this tool effectively, thus erecting barriers to successful interaction (Alqahtani, 2015) These obstacles may further engender adverse affective responses in learners and subsequently impact their language acquisition pursuits and practical engagement (Caro & Rosado, 2017)
The vocabulary learning process of different studies includes many steps For example, according to the research of linguistics cited in Ma (2015), the vocabulary learning stage of Brown and Paynee (1994) includes 5 basic steps Although there are differences in each step, other research supposes it includes 3 main steps so that learners can learn a new vocabulary (Gu, 2003; Nation 2001) Meanwhile, according to Schmitt (1977), only two basic steps are needed Based on previous research, Ma
(2015) conducted and proposed a vocabulary learning process including 4 basic steps as follows:
The first step, approaching the word form, is when learners approach vocabulary randomly or intentionally in different situations or actions
The next stage involves obtaining the significations Learners may determine the meaning of words through various means, including speculation, context-based reasoning, or the use of verification tools
The third phase involves establishing the connection between the various forms of words and the meanings that they carry At this stage, intentionally focusing on learning aspects of words such as pronunciation and spelling might enhance memory associations with the word's meaning, or retrieve the context of use
The final step, word usage, is when the learned words are used, helping learners develop and consolidate their knowledge.
Social media and language learning
Social media refers to applications built on the Web 2.0 platform, allowing users to create and exchange their content from anywhere and at any time, provided there is an internet connection (Kaplan & Haenlein, 2010) Nowadays, social media has expanded its features to include entertainment options like games and videos, as well as fostering interaction, networking, and even serving as a platform for business and promotion It could also be argued that social media has become an integral part of contemporary human existence It's no longer merely a tool but it significantly influences our mental health, community well-being, and various other aspects of our lives (Şanal et al., 2022) Some familiar social media applications and platforms include Facebook, WhatsApp, Instagram, TikTok, Twitter, and others
2.2.2 Social media and language learning
In recent years, the ubiquitous presence of social media platforms has significantly influenced various aspects of human interaction, including language learning Therefore, scientists have repeatedly recognized the potential of these
8 platforms in helping students engage with environments that support language learning Many studies have been conducted to see whether social media can impact the language acquisition of learners as an intermediate tool or not Consequently, the researchers discovered that students exhibit a highly favorable attitude toward learning when utilizing this platform (Gonulal, 2019; Muftah, 2022) According to Zainal and Rahmat (2020), surveyed students reported that social networks increased their enthusiasm for learning English In addition, students can enhance their language proficiency by utilizing these websites as a tool or intermediary platform Abdullah conducted a survey among university students to investigate the influence of social networks on language acquisition The findings revealed that social networks can be advantageous in enhancing vocabulary, pronunciation, reading abilities, and particularly writing skills (Amin Abdullah, 2020) Similar findings were also observed in a study conducted on students in Azerbaijan (Abbasova, 2016) Research conducted on this platform has demonstrated that social networking sites can serve as an effective alternative communication medium, facilitating the development of communication skills in students (Tambunan et al., 2022; Gonulal,
Facebook and Language Learning
Facebook consistently stands out as the most renowned name in the industry of social networking platforms Mark Zuckerberg and his colleagues launched TheFacebook in 2004, which was later renamed Facebook after one year (Levy,
2011) Boasting a massive user base of 3 million individuals, this blue platform holds the distinction of being the largest social network, with its users representing an incredible 37% of the global population (Oladipo, 2024)
By updating the latest trends, Vietnam is not outside the coverage of this social network Based on survey data released in 2023, Facebook is the predominant social networking platform in Vietnam, with an estimated usage rate of 91.6% These impressive results highlight the platform's widespread appeal in the country (Vietnam Digital Report 2023, 2023) This demonstrates that when oriented and used well, this
9 multicultural platform offers possibilities for English learners to engage with and absorb the language in a manner that closely resembles natural language acquisition
2.3.2 Use of Facebook in Language Learning
Previous studies have identified numerous ways in which Facebook can impact students' language learning Blattner and Fiori's (2009) study observed communication among multilingual individuals in Facebook Groups and found positive indications Additionally, most studies involve teachers integrating Facebook into their teaching methodologies Sijali et al (2020) conducted an experimental study on listening skills with secondary school students, utilizing Facebook to send videos, audio files with accompanying text, posting exercises, and encouraging students to use commenting and posting features for discussion, under the guidance of teachers via video call if necessary In another study by Shih (2021) focusing on writing skills among university students, Facebook was employed by teachers for feedback provision, promoting discussions among students, and receiving evaluations from peers through posted content Similarly, Facebook was utilized for research on writing skills and grammar by Ahmed (2016) Apart from being used as a learning tool with teacher assistance, students in Putri & Aminatun's
(2021) study also found inspiration for writing through reading posts and comments Overall, features such as commenting, posting, videos, and messaging on Facebook enable learners to access learning materials and engage in discussions, thus providing educational benefits
It can be seen that Facebook brings many benefits to language learning, from the environment to various skills Facebook can serve as an optimal learning environment, particularly for foreign language acquisition, as it allows students to efficiently process information and provide responses in less stressful conditions than in traditional classroom settings (McCarthy, 2010) Various academics have undertaken surveys among learners of different age groups to explore the potential of social networks, including Facebook, as a platform for facilitating the development
10 of foreign language skills among students Kabilan et al (2010) assessed the opinions of university students, whereas AbuSa’aleek (2015) performed a similar poll at a secondary school Both of these researchers received favorable responses from students on the use of Facebook as a learning environment for foreign languages Additionally, students reported feeling motivated, confident, and capable of improving their results through this platform In addition, a limited number of surveys have assessed the efficacy of using Facebook as a medium for evaluating Speaking and Listening skills These surveys have indicated improved performance on listening skills tests and a favorable attitude towards learning as well as practicing speaking skills through Facebook (Sijali et al., 2020; Houari et al., 2023) Researchers are also interested in writing skills A pilot research was done on college students to assess their Writing skills, revealing a significant increase in their exam performance (Shih, 2021; Ahmed, 2016)
However, some studies also point out a few challenges that students encounter when using this platform for language learning One of them is the potential for students to become distracted while studying through Facebook, as highlighted in the research conducted by Leung et al (2022) and Ghanes (2022) On the other hand, there is also research showing that Facebook is a waste of time for students (Fodeman
& Monroe, 2009), however, this can be explained by the study's subjects being students aged 4 to 12, so it is possible that the results will differ from most studies conducted with college students
Researchers have found that vocabulary is positively correlated with the use of Facebook among foreign language learners Kabilan et al (2016) conducted an experimental survey with 33 students at a university in Peninsular Malaysia to assess the efficacy of the Facebook application in enhancing students' vocabulary proficiency The process of teachers educating, posting learning materials, and offering associated learning resources through the platform occurs between the pretest and post-test Subsequently, students will be required to engage in discussions
11 and prepare reports in the form of online posts regarding the things they have observed Consequently, 30 out of 33 students showed an improvement in their results on the post-test Subsequently, following a partial interview with six students, the study revealed that by being exposed to authentic learning materials and contextual information, students not only acquire vocabulary but also acquire vocabulary that is relevant to the language context
Moreover, a further investigation was carried out to examine the influence of a game named Pearl Peril on students' vocabulary enhancement on the Facebook platform (Guvendir & Gezgin, 2015) Continuing to employ experimental research, the study focused on a group of 81 7th-grade pupils in a middle school in Turkey Throughout the implementation process, the vocabulary in the game is taught to the control group The post-test report reveals a significant disparity between the group that was experimented with and the group that was not, demonstrating the advantages of this platform in addition to Facebook for language acquisition
Conversely, there are polls indicating that there is no correlation between utilizing this platform and enhancing learners' vocabulary A total of 127 first-year and second-year students majoring in subjects other than English took part in a research study conducted by Monica-Ariana and Anamaria-Mirabela in 2014 The purpose of the study was to assess the effects of a supervised learning program using Facebook on the student's ability to acquire new vocabulary After the completion of the pretest, a total of 70 students joined the Facebook group and received beautifully designed, scientifically produced material that outlined the distinctions between British and American terms The post-test findings indicated that there was no statistically significant disparity between the two cohorts of students However, this variation may be attributed to the limited duration of students' exposure to the offered materials, which was approximately one month throughout the research period Consequently, the findings obtained differ from those of earlier studies
Multiple studies have demonstrated the advantages of utilizing social media, specifically the Facebook platform, for the purpose of vocabulary acquisition
Nevertheless, the majority of prior research has focused on a cohort of students who were supervised and instructed by professors, with little consideration given to the students' perspectives on this matter In addition, there is limited research on this particular issue within the field of study, notably within the context of the Banking Academy in Vietnam Hence, a study was undertaken to ascertain the continued validity of the findings from the aforementioned studies within the context of this research issue and research subject
This chapter covers a comprehensive look for the most recent work of literature about the utilization of Facebook, a social media platform, for vocabulary acquisition The initial step was determining the specific concept of vocabulary and its significance in the process of acquiring language skills The main topics discovered consist of vocabulary acquisition, the relationship between social media and language learning, and the impact of Facebook on language learning The study examined numerous theories on the stages of vocabulary acquisition, which serve as a foundation for assessing the process of acquiring new words The theory proposed by
RESEARCH METHODOLOGY
The locale of the study
The survey was carried out at the Banking Academy, located at 12 Chua Boc, Dong Da District, Hanoi City, Vietnam, during the last semester of the 2023-2024 academic year Students from the freshman, sophomore, third, and fourth years of the Faculty of Foreign Languages were invited to participate in an online interview to express their perceptions.
Research design
This study utilizes primary data obtained through the quantitative method The quantitative method is described as a research tool to explore phenomena by gathering numerical data and analyzing it statistically using mathematical procedures (Aliaga & Gunderson, 2002) Like other research approaches, gathering quantitative data also has drawbacks However, this tool is suitable for the timeframe and objectives of the research In addition, this instrument is also regarded as a cost- effective, time-efficient, and convenient means of acquiring a large amount of data (Eyisi, 2016) In addition, administering online surveys through questionnaires allows survey participants to express their thoughts openly, enabling them to feel completely at ease in expressing their natural opinions (Creswell, 2005)
Despite the research being carried out among English majors at the Banking Academy, the survey was conducted in a bilingual approach to provide respondents with the comfort of their native language This approach aimed to enhance respondents' confidence and minimize any misunderstandings during implementation.
Data gathering procedure
Data from surveys is acquired using the following steps:
First, the closed-ended questions were formulated based on previous research (Ma, 2015), (Leung et al., 2022) on similar topics Subsequently, necessary
14 modifications were made to make them more suitable for the research purpose After multiple revisions, the questionnaire created using Google Forms was sent to a group of six fourth-year students to test the level of comprehension and coherence of the questions Afterward, based on the difficulties, notes, and questions, the draft was adjusted to be more easily understandable Unclear sentences were revised and unnecessary questions were eliminated
Second, the questionnaire was distributed to participants digitally via several online platforms like Facebook, Messenger, and Zalo, utilizing the survey link provided by Google Forms The duration of this process was 04 days, specifically from April 13 to April 16, 2024 During this time, the survey successfully gathered
Third, all gathered data is kept in both Google Forms and Excel tables for easy future data analysis.
Population, Sample, and Sampling Technique
This study was conducted using the entire student population of the foreign language faculty at the Banking Academy, which consists of around 600 students over 4 academic programs According to the research conducted by Zarrin & Khan
(2014) and Aslan (2016, as cited in Doğan, 2014), vocabulary significantly contributes to the improvement of language abilities, such as listening, speaking, reading, and writing Hence, vocabulary acquisition is a prevalent point among English language learners This study, which focuses on students from all academic years within the department, can provide an overview as well as valuable knowledge of the usefulness of utilizing Facebook as a potential learning tool to develop vocabulary
To determine the precise number of samples needed to reflect the cohort accurately, this study employs Andrew Fisher's sample calculation formula,
15 incorporating the indexes utilized in Loan's (2022) study with a comparable population
Figure 3.1:Sample size calculation based on Fisher’s formula (Loan, 2022)
The factors are as follows, in the respective order:
The given information includes the confidence interval (9%), the confidence level (95%), and the standard deviation (0.5) The confidence level is transformed into a Z-Score, with a value of 1.96 corresponding to a confidence level of 95%
Therefore, according to the formula, 123 randomly collected surveys are acceptable to be a representative sample size for the population size.
Research instrument
This study conducted an online survey using a questionnaire that was adapted from the research of Ma (2015) and Leung et al (2022) The questionnaire consists of 3 main parts, including 34 questions
Section A includes 6 questions about the respondent's information such as gender, year of study, English level, number of hours spent using FB as well as how often they access English content through the platform Section B includes 25 sentences, which demonstrate how students feel about the utility of Facebook for vocabulary acquisition This section will include 4 sub-sections: accessing vocabulary, acquiring vocabulary meaning, remembering, and using Section C includes 4 questions assessing the difficulties students encounter when using FB to acquire vocabulary
In sections B and C, the participants will assess the elements using a 5-point Likert scale, which includes the following options: (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree
The survey uses Google Forms as a tool to help collect data online It will take the survey taker about 5 minutes to complete the survey Besides, all information will be kept confidential and used for research purposes only.
Statistical treatment
After being collected, data will be stored in tables and charts Then the data will be tested for the reliability of each factor through SPSS software with Cronchbach's Alpha index After ensuring appropriate data is retained, indicators such as Mean, and Standard Deviation will be calculated and interpreted according to the table below
Table 3.1:Interpretation of Mean Score
Reliability and validity
All participants have the same survey with the same questions, and their answers will be recorded on the software as soon as they complete the survey form
Besides, to ensure the reliability of the tool, SPSS software version 20 was used to calculate the scale's reliability index, Cronbach's alpha A scale with a Cronbach's Alpha coefficient of 0.6 or higher is accepted Besides, if the observed variable has Corrected Item -Total Correlation less than 0.3, it will be eliminated
This chapter presents the quantitative research method employed to examine the efficacy and challenges of utilizing Facebook for Vocabulary Acquisition We provided a detailed explanation of the data-gathering procedures, which included the use of surveys, as well as the sample approach employed The data was analyzed using SPSS software, providing precise interpretation We assessed the reliability of our instruments by employing Cronbach's alpha to verify their consistency This chapter serves as a foundation for the results that will be shown in the following chapter These results are obtained using the procedures that have been described
RESULTS AND DISCUSSION
Reliability of the measurement
Table 4.1: Scale reliability of Reading and Watching
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.2: Scale reliability of Social Interaction
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.3: Scale reliability of Passive Discovery
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.4: Scale reliability of Guessing
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.5: Scale reliability of Dictionary Usage
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4 6: Scale reliability of Study Basic Aspects
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.7: Scale reliability of Study Extended Aspects
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.8: Scale reliability of Contextual Retrieval
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.9: Scale reliability of Active Use
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.10: Scale reliability of Difficulties
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Ensuring the trustworthiness of a questionnaire is an essential step in its design Reliability refers to the consistency and dependability of the measurement Thus, a dependable questionnaire should produce consistent outcomes when given repeatedly to the similar group of individuals
The index simply quantifies the degree to which various questions accurately assess the same basic concept A strong Cronbach's alpha implies that the questions are all aligned and successfully measuring a single construct
This index is allowed if it is 0.6 or above ( Ursachi, Horodnic, & Zait; 2015) All the indexes of the variables mentioned above are met and accepted Besides, there are no items with Corrected items- Total correlation less than 0.3, so these 29 variables will continue to be included in the analysis in the next steps
Demographic information
4.2.1 Gender, Academic year, and English level
Table 4.11: Gender, Academic year, and English level
3 Level of proficiency in English
The results presented in the table indicate that the female gender was the majority of survey participants, with a total of 85 individuals, representing 69.1% of the total The male survey respondents accounted for a relatively small proportion of 22.8%, totaling 28 individuals Meanwhile, 8.1% of respondents chose to abstain from answering this question, which corresponds to a total of 10 individuals The difference in numbers may be attributed to an existing gender imbalance, with the majority of Foreign Language Falcuty being female
When asked about their academic year, over half of the respondents were seniors, with a total of 65 students Following that, 3rd-year and 2nd-year students make up a lesser proportion, accounting for 25.2% and 14.6% respectively The freshman group had the lowest number of participants, with only 7.3% of the total
Regarding English proficiency, 66 survey respondents had upper-intermediate proficiency with 53.7% of the total number of responses Followed by 26.8% of respondents with Advanced level with 33 people The qualifications of respondents with the Intermediate and Pre-intermediate levels are the smallest with 19 and 5 people, respectively, equivalent to 15.4% and 4.1%
4.2.2 Time spent on FB per day
Table 4.12: Time spent on FB per day
Time spent on FB per day (hour)
Regarding the question about the time spent using the FB application in general in a day, nearly half of the survey participants said they use this platform about 2 to less than 4 hours a day, accounting for 41.5% of the answers With a slightly larger amount of time, from 4 to less than 6 hours a day is the second popular amount of time used by 39 survey respondents The number of people with relatively little usage time, about less than 2 hours and from 6 to less than 8 hours, accounts for 13.8% and 10.6%, respectively Only 3 respondents said they use social networks more than 8 hours a day, accounting for 2.4%
These findings indicate that the majority of questioned students utilize Facebook for a duration ranging from 2 to less than 6 hours per day This suggests that when used sensibly and appropriately, Facebook can be approved to provide students with convenient learning opportunities because students are currently expanding the scope of learning beyond the confines of the classroom by utilizing social networking platforms (Rithika & Selvaraj, 2013)
4.2.3 Frequency of engaging with English content on FB
Table 4.13: Frequency of engaging with English content on FB
Frequency of engaging with English content on FB
43.1% of respondents said they are frequently exposed to English content on this platform, with 53 people In second place with 35% of respondents, 43 people, said that they are sometimes exposed to content in English In the next two positions are 13% of people who always engage with this type of content and 8.9% of people seldomly The results indicate a strong preference among participants for encountering English material on Facebook, suggesting a proactive role in possibilities for language acquisition No respondent chose the answer “Never” This highlights the widespread presence of English content consumption on this social media platform
This can be readily addressed for two reasons Firstly, all individuals are enrolled as students in the Faculty of Foreign Language, so it is common to engage with English materials Secondly, the widespread availability of the Internet has
29 facilitated easy access to foreign language content Thus, FB can serve as a mediator platform to facilitate students' exposure to foreign languages
4.2.4 FB used features to engage in English content
Figure 4.1: FB used features to engage in English content
Overall, the majority of survey participants use Posts on the platform to access English, with a large proportion of about 75.6% The most significant characteristic of this feature is the capacity to freely exchange information, material, and viewpoints, hence enabling the learning of vocabulary by reading and engaging with postings The second most used feature is Watches, with 84 people choosing it, equivalent to 68.3% The third place belongs to Reels, a newly launched feature of the platform, with about 62.6% of participants choosing to be exposed to English content The shared characteristic of both of these tools is the supply of videos However, it should be noted that Watch videos often have a longer duration, whereas Reels consist of shorter videos The videos from both segments offer vibrant visuals and audio, with some including subtitles to assist viewers in understanding vocabulary by stimulating their auditory, visual, and reading abilities This enhances language acquisition by utilizing visual and auditory multimedia
The least popular feature is Messenger with about 33.3% of surveyed people choosing it Messenger is a multifunctional tool that enables users to engage in text-based
30 communication, make phone calls, and share information While not widely used for vocabulary acquisition on the site, it can offer chances for direct interaction with English speakers It can serve as an environment for discussing and sharing vocabulary between learners.
The effectiveness of using FB for vocabulary acquisition
I can encounter new words from reading English page posts that capture my interest
I can encounter new words from watching FB videos that capture my interest
I can encounter new words from words that my friends use
I can encounter new words from words that people in English communities/groups use
I can encounter new words from words that native speakers use on FB use
I can encounter new words from captions that I come across on FB
I can encounter new words from comments that I come across on FB
It can be seen that, among the factors affecting vocabulary access, the factors of “reading and watching” have the highest Mean score of 4.23, which can be interpreted as Strongly Agree Among the students, there was a greater level of agreement with the statement "I can encounter new words from watching FB videos that capture my interest." This was reflected in a higher mean score of 4.25, indicating a strong agreement
The factor of “social interaction” is the factor with the Meann score ranked second with 4.14, meaning that students agree with the opinions expressed in this
32 group."I can encounter new words from words that native speakers use on FB use." has the highest mean score of 4.25, which is strongly agreed upon In contrast "I can encounter new words from words that my friends use" has the lowest Min store score of this group, 3.99
Although sentences belonging to the “passive discovery” element have the lowest mean score of 4.10, sentences like "I can encounter new words from comments that I come across on FB" and” I can encounter new words from captions that I come across on FB “are still agreed by students with a Mean index of 4.12 and 4.02, respectively
Table 4.15: Acquiring vocabulary on Facebook
Guessing I can guess the meaning of new words I come across on
FB by applying my understanding of the topic
I can guess the meaning of new words I come across on
FB by analyzing the context
Dictionary When encountering a new word a few times on FB, I am
33 usage motivated to look it up
I search for words that are essential for understanding content on FB
The statements on the use of the dictionary element have a higher Mean score of 4.0, indicating that students are in agreement The sentence "When encountering a new word a few times on FB, I am motivated to look it up" has a higher mean score of 4.02, indicating agreement Another statement, "I search for words that are essential for understanding content on FB," is also agreeably expressed, and has a mean score of 3.98 at a lower level
The guessing factor group has a mean score equivalent to agreeing of 3.97 The statement "I can guess the meaning of new words I come across on FB by analyzing the context" is higher with a mean score of 4.01 while "I can guess the meaning of new words I come across on FB by applying my understanding of the topic" is lower with 3.93 mean score
4.3.3 Remembering the meanings of new vocabulary encountered on Facebook
Table 4.16: Remembering the meanings of new vocabulary encountered on
I can study the different meanings of the new words I came across on FB
I can study the pronunciation of the new word I come across on FB
I can study the spelling of the new word I come across on
I can study the example sentences of the new word I came across on FB
I can study the collocations of the new words I came across
I can study the synonyms or antonyms of the new word I came across on FB
I can study the abbreviation of the new word I came across on FB
I can remember the sentence in which the new word I came across on FB was used
I can remember the new word
I came across on FB with the context where it occurs
I can create my sentence or phrase containing the new word I came across on FB
Students have an agreeable attitude with four opinions belonging to the "Study extended aspects" factor Specifically, “I can study the abbreviation of the new word
I came across on FB” has the highest mean score of 4.12, and “I can study the example sentences of the new word I came across on FB” ranks second with mean is 3.94 and the lowest score is "I can study the synonyms or antonyms of the new word I came across on FB" with a mean of 3.72
Although ranked second, students still showed agreement with the sentences belonging to the factor "Study basic aspects" in the following order: "I can study the different meanings of the new words I came across on FB" ranked first with mean 3.91, second is “I can study the pronunciation of the new word I come across on FB” and last is “I can study the spelling of the new word I come across on FB” with mean 3.77 respectively and 3.71
Besides, students agreed with the lowest level with items belonging to the
"Contextual retrieval" factor Students think they can remember the meaning of new words they encounter best in the context where they appear, with the highest mean score in this group, 3.80 With a gap of 0.01 mean points, students also agree that they can create their own sentences and phrases containing the words they encountered A mean score of 3.75 shows that students agree with their ability to remember sentences where words appear but to a lesser extent
Active use I try to use the newly learned words as much as possible
I try to interact with native speakers with the newly learned words
I try to interact with my friends with the new words
I try to think in English with the new words
Overall, students expressed agreement that they could use the words Among them, with the highest mean score of 3.91, students agree that "I try to think in English with the new words" Next, the opinions “I try to use the newly learned words as much as possible” and “I try to interact with my friends with the new words” ranked second and third with mean 3.89 and 3.83, respectively With the lowest mean score in the factor group, students still agree that "I try to interact with native speakers with the newly learned words" but to a lower degree than the other 3 items.
Difficulties of using Facebook for Vocabulary Acquisition
Table 4.18: Difficulties of using Facebook for Vocabulary Acquisition
Difficulties The educational resources for learning vocabulary that are posted lack credibility
Absence of instruction in Vocabulary learning
Insufficient/only a few Vocabulary educational materials
Easily distracted by other Facebook entertainment activities
The table shows the difficulties that learners encounter when learning English vocabulary through FB In general, students agreed and strongly agreed with the four statements given Among them, students showed the biggest difficulty is "Easily distracted by other Facebook entertainment activities" with the highest mean score of 4.22 The second difficulty is "Absence of instruction in Vocabulary learning" with a mean score of 3.78, showing that students agree with this opinion With a lighter difference, students also agreed and said "The educational resources for learning vocabulary that are posted lack credibility" The last difficulty has the most difference in mean compared to items of the same factor, “Insufficient/only a few Vocabulary educational materials” has a mean of 3.53 and the highest Deviation index is 0.969.
Discussion
Based on the analysis of survey results, it can be concluded that ATC students generally believe that Facebook is an excellent tool for acquiring vocabulary at all phases of vocabulary learning, including accessing, knowing vocabulary meanings, remembering vocabulary, and using vocabulary
4.5.1 The effectiveness of using FB for vocabulary acquisition
This study found that students acquire vocabulary on Facebook through various methods, including active learning through reading and watching videos, passive discovery through captions, and social interaction with peers and native speakers While previous research (e.g., González et al., 2019; Ghanes, 2022; Pham et al., 2023) supports the idea of acquiring information from Facebook videos, this study highlights the specific role of captions in students' accidental vocabulary acquisition Social interaction emerged as another key factor Students utilized groups and discussions to access real-life vocabulary used by peers and native speakers (similar to Pham et al., 2023) This finding underlines the value of Facebook as a platform for interactive learning beyond passive video consumption.Overall, the results suggest that Facebook offers a unique environment for vocabulary acquisition through a combination of active learning, passive discovery, and social interaction
While these findings align with previous research on information acquisition through social media, they also highlight the specific role of captions and social interaction on Facebook for vocabulary learning
In the next stage, the findings explore the impact of Facebook on the process of acquiring vocabulary, with a specific emphasis on how the site enables students to encounter and get familiar with new words The analysis of the gathered data indicates that Facebook efficiently facilitates vocabulary acquisition by providing sufficient context and information This enables students to guess word meanings or utilize their prior knowledge to assess and make educated guesses about definitions This discovery is consistent with the study conducted by Pham et al (2023), which proposes that students derive pleasure from utilizing contextual cues on social media platforms to understand new vocabulary In addition, Facebook not only offers contextual information inside posts and videos, but its algorithms also recommend related content, which exposes students to repeated language in the same topic field Learning vocabulary might be strengthened by this repetition
Nevertheless, there might be limitations on the acquisition of language only by inference Students may need more time to correct word meanings as a result of inadequate context or poor previous knowledge Hence, it is crucial to employ dictionaries in order to validate the definitions of unfamiliar terms, thereby guaranteeing precision and reinforcing comprehension
In the third stage, Facebook demonstrates its supportation in the memorization stage of vocabulary learning Students reported finding Facebook valuable for learning various vocabulary aspects beyond definitions, including informal meanings, pronunciation, and spelling This is likely due to Facebook's diverse learning environment, encompassing listening, speaking, reading, and writing activities Interestingly, students also mentioned acquiring abbreviations, example sentences, collocations, and synonyms/antonyms through Facebook (Domingo et al., 2021; González et al., 2019) This suggests that Facebook exposure extends beyond simply memorizing word definitions and might contribute to a broader development of language skills
Furthermore, students indicated that Facebook's context-rich content, with repeated exposure through images and videos, aids in memorization This aligns with Pham et al (2023) who suggest that the repetitive nature of Facebook content facilitates memorization Meanwhile, González et al (2019) also said that students spending hours surfing FB every day for entertainment also helps them constantly re- encounter words and remember them more easily Additionally, students felt Facebook's sentence examples helped them remember word usage in context This highlights the potential of Facebook as a platform that not only exposes learners to new vocabulary but also reinforces their understanding and usage through real-world examples
The last stage’ s result sheds light on Facebook's role in facilitating active vocabulary use, the final stage of vocabulary acquisition Students reported actively integrating the vocabulary learned on Facebook into their thought processes and communication This findings can be understood that Facebook appears to provide a safe and comfortable space, particularly for introverts, to practice new vocabulary at their own pace It highlights the potential of Facebook as a platform for low- pressure vocabulary applications, allowing learners to experiment and gain confidence without the anxieties associated with formal settings
Furthermore, students valued the opportunity to interact with friends and native speakers using their newly acquired vocabulary This interaction likely contributes to motivation and reinforces vocabulary use in a practical context
While prior research (Ghanes, 2022; Pham et al., 2023; Amin Abdullah, 2020) has documented Facebook's motivational aspects, this study emphasizes the platform's role in facilitating the actual application of vocabulary, potentially leading to a more well-rounded development of language skills In short, FB not only creates motivation and excitement for students to practice but also allows them to practice
"as many times as they want to" (González et al., 2019)
4.5.2 Difficulties of using FB for Vocabulary Acquisition
While there are notable benefits, it is inevitable students will face certain challenges when it comes to acquiring vocabulary through Facebook
Initially, students often encounter the challenge of being readily distracted by entertainment activities that are unrelated to the acquisition of vocabulary Unsurprisingly, this is the preference that most students concur with, as Facebook is not a specialized site for educational purposes However, this site serves as an intermediate for students to learn language, which means that encountering other content is unavoidable Ghanes (2022) also highlighted that excessive engagement in entertainment activities suggested by FB can lead to time wastage and have detrimental consequences on learners Students should prioritize developing techniques to maintain a balanced approach between non-educational and educational material when using Facebook as a language learning tool
However, research has demonstrated that students can acquire vocabulary in English while entertaining, particularly through exposure to English content or using English subtitles in videos (Pham et al., 2023 Therefore, although Facebook is not specifically intended for educational use, its wide variety of English-language material provides students with many opportunities to enhance their vocabulary while engaging in entertainment content
Secondly, students also contend that utilizing Facebook for studying lacks guidance from lecturers Prior studies indicate that a lack of support can pose challenges for beginners, as the delivery of content may not always be tailored to their proficiency level (Leung et al., 2022) While Facebook does include communities and group features that facilitate learners in asking questions, discussing difficulties, and even texting, it currently lacks the provision of assistance similar to that experienced in a classroom setting Unless the user is enrolled in a course that uses FB as the intermediary communication platform
The absence of proper direction from teachers in utilizing Facebook for educational purposes might result in students feeling confused or disoriented throughout the learning process This is mostly due to the lack of dedication and motivation from teachers, similar to what is typically observed in a traditional classroom setting
The third difficulty that ATC students encounter is that they believe that materials for learning vocabulary may lack credibility While Leung et al (2022) believe that there is no way to verify this issue, so learners, especially those at the beginner level, need to be careful with the materials, Ghanes (2022) believes that FB still has some reliable sources of learning materials such as learning pages Nevertheless, the majority of the student surveys were conducted with students who had reached the intermediate level or higher, enabling them to more effectively assess the quality of the learning materials For instance, students may evaluate the credibility of a vocabulary learning item on Facebook by taking into account the origin or author
Material provided on a formal learning page or group, with careful selection and input from experienced teachers, may be regarded as a reliable source by students However, if students have doubts about the credibility of a document, particularly about vocabulary and context, they may simply use reliable online dictionaries like Cambridge or Oxford to verify the accuracy of the content
CONCLUSION AND RECOMMENDATIONS
Summary of the findings
The purpose of this study is to study students' perceptions about the benefits and difficulties of using FB to acquire vocabulary
Firstly, research findings indicate that FB is effective in facilitating students' acquisition of vocabulary at all stages of the learning process Facebook offers numerous features to assist learners in accessing a wide range of vocabulary In addition, it offers comprehensive context, encouraging students to guess and look up the definitions of words During the third stage, FB successfully introduces several linguistic elements of vocabulary, enhancing student's capacity to retain word meanings more effectively Furthermore, students possess both the motivation and the opportunity to utilize the vocabulary they have acquired by engaging in direct interactions on Facebook
Secondly, while there are certain benefits students can encounter challenges such as being prone to distraction from the platform's content Furthermore, the data collected demonstrates that students express concerns regarding the credibility and amount of learning materials, as well as the absence of teacher guidance.
Recommendations
First, the results of the study suggest that students perceive using Facebook as advantageous for vocabulary acquisition However, concerns regarding credibility and the absence of guidance indicate that teachers and educators at the Banking Academy should carefully consider and incorporate this platform into the teaching and learning process Lecturers should provide comprehensive guidance on utilizing Facebook for vocabulary acquisition, including advice on effectively searching for and joining educational groups, as well as engaging with educational materials
In addition, lecturers could provide reliable vocabulary study resources on Facebook, including articles, papers, and videos Besides, it is important for them to encourage and facilitate engagement and discussion among students on Facebook using questioning and the creation of discussion posts
Moreover, they can also recognize the possible impact of Facebook on the acquisition of vocabulary
Second, students need to keep control over the content they access on Facebook after recognizing the advantages it offers as an intermediary platform for enhancing vocabulary acquisition While opinions may vary, it is generally agreed that the content should be both beneficial and constructive to serve as a valuable source of information In addition, students must develop their critical thinking abilities to assess and evaluate information, as well as enhance their vocabulary to effectively use it in suitable circumstances and places By filtering appropriate material, Facebook serves as more than just a learning tool that offers educational sites and groups It also functions as a facilitating platform that promotes incidental learning through entertaining content, which presents daily, popular, and native vocabulary.
Limitations
Regardless of dedicated efforts, it is yet inevitable that there exist remaining limitations that the next research must take into account:
Initially, it is important to note that this study exclusively focused on English major students at the Banking Academy While these findings offer valuable insights into the utilization of Facebook for vocabulary acquisition within this particular population, it is important to take caution when attempting to apply these results to other research done in other educational or cultural settings Variances in students' linguistic backgrounds, educational settings, and technological accessibility might greatly impact the efficacy and relevance of the research outcomes Consequently, the findings cannot be generalized to studies conducted in different contexts
Furthermore, due to the limited duration of the research, the primary approach employed for data collection involved online surveys administered using questionnaires Although this strategy allows for the collection of quantitative data from a large sample size, it does restrict the depth of insights received to some degree Future studies can employ a combination of mixed or qualitative methodologies to
46 provide a more comprehensive understanding of the advantages and challenges experienced by individual students By adopting this broad method, researchers will be able to dig into many aspects of the topic, thus enhancing the overall scope and understanding of this field of study.
Conclusion
This study examined the perspectives of students who utilized Facebook to acquire vocabulary The study indicates that the use of Facebook facilitates students in acquiring language It is recommended that lecturers and students make use of Facebook to enhance teaching and learning Although there are limitations in terms of geographic emphasis and technique, the findings underscore the necessity for future research to investigate consequences using other methodologies such as in- depth interviews and broader scales in order to gain a more comprehensive understanding This study highlights the effects of utilizing Facebook to acquire vocabulary and offer useful suggestions for future studies
This chapter provides the key findings, recommendations, limitations, and conclusions of the study The findings indicate that while FB supports students in acquiring language, it also presents certain distinct challenges Students and lecturers are provided with recommendations on how to utilize Facebook to enhance productivity The study identifies some limitations in the research and provides recommendations for further investigations
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Please provide some information about your demographics by answering the following questions
2 What university year are you in?
3 What is your level of proficiency in English?
4 How many hours a day do you spend on FB?
5 How frequently do you engage with English content on Facebook?
6 What types of Facebook features do you typically use to engage in English content?
Section B: Student’s perceptions of the effectiveness of using FB for vocabulary acquisition
This section includes 26 questions to obtain information about students' attitudes about the effectiveness of vocabulary learning via Facebook
Please indicate your level of agreement with the following statements on a 5-point scale:
Section B: Student’s perceptions of the effectiveness of using FB for vocabulary acquisition
RD1 I can encounter new words from reading English page posts that capture my interest
RD2 I can encounter new words from watching FB videos that capture my interest (i.e videos, reels, stories)
SI1 I can encounter new words from words that my friends use
SI2 I can encounter new words from words that people in English communities/groups use
SI3 I can encounter new words from words that native speakers use on FB use (i.e celebrities, teachers, )
PD1 I can encounter new words from captions that I come across on FB
PD2 I can encounter new words from comments that I come across on FB
2 Acquiring the meanings of new vocabulary encountered on
Guessing (G) G1 I can guess the meaning of new words I come across on FB by applying my understanding of the topic
G2 I can guess the meaning of new words I come across on FB by analyzing the context
DU1 When encountering a new word a few times on FB,
I am motivated to look it up
DU2 I search for words that are essential for understanding content on FB
Remembering the meanings of new vocabulary encountered on
SB1 I can study the different meanings of the new words
I came across on FB (i.e informal + formal meaning flex: show off st, )
SB2 I can study the pronunciation of the new word I come across on FB
SB3 I can study the spelling of the new word I come across on FB
SE1 I can study the example sentences of the new word I came across on FB
SE2 I can study the collocations of the new words I came across FB
SE3 I can study the synonyms or antonyms of the new word I came across on FB
SE4 I can study the abbreviation of the new word I came across on FB
CR1 I can remember the sentence in which the new word
I came across on FB was used
CR2 I can remember the new word I came across on FB with the context where it occurs
CR3 I can create my sentence or phrase containing the new word I came across on FB
Active use(AU) AU1 I try to use the newly learned words as much as possible
AU2 I try to interact with native speakers with the newly learned words
AU3 I try to interact with my friends with the new words
AU4 I try to think in English with the new words
Section C: Difficulties of using Facebook for Vocabulary Acquisition
This section includes 5 questions to obtain information about students' difficulties of vocabulary learning via Facebook
Please indicate your level of agreement with the following statements on a 5-point scale:
Section C: Difficulties of using Facebook for Vocabulary Acquisition
D1 The educational resources for learning vocabulary that are posted lack credibility
D2 Absence of instruction in Vocabulary learning
D3 Insufficient/only a few Vocabulary educational materials
D4 Easily distracted by other Facebook entertainment activities