Facebook usage for english language learning among english major students at an giang university

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY AN GIANG UNIVERSITY UNDERGRADUATE THESIS FACEBOOK USAGE FOR ENGLISH LANGUAGE LEARNING AMONG ENGLISH MAJOR STUDENTS AT AN GIANG UNIVERSITY Student’s name: LE NGOC LINH Student’s code: DAV167062 Supervisor: PHAN THI THANH HUYEN, PhD AN GIANG, JULY 2020 DECLARATION  I hereby declare that the thesis titled “Facebook usage for English language learning among English major students at An Giang University” represents my own work and that it has not been previously submitted to any other universities or institutes in application for admission to degrees or other qualifications _ July 2020 Lê Ngọc Linh i ACKNOWLEDGEMENT  I am about to graduate from An Giang University after a four year journey pursuing the English Teacher Education major in the Faculty of Foreign Languages I realized how lucky I was to have the chance to conduct this undergraduate thesis on the topic of my interests I would like express my deepest gratitude to the ones who have supported me during this interesting and challenging journey Firstly, I would like to express the sincere appreciation to Dr Phan Thị Thanh Huyền I am so lucky and grateful to have her as my supervisor who always stands by my side and gives me valuable advice and thorough guidance Without her whole-hearted supports, I would not have finished this thesis Secondly, I want to say thank you to Mrs Nguyễn Thị Ánh Nguyệt, Mrs Nguyễn Thị Ánh Gương and Mr Lê Đỗ Thái for encouraging me to conduct this study I would like to send special thanks to Mrs Nguyễn Thị Ánh Nguyệt who helped me come up with the research problem from the very first days and has always motivated me during the whole process Next, my sincere gratitude goes to An Giang University, the Faculty of Foreign Languages, and my beloved instructors from the faculty for creating a chance for me to conduct the study Also, many thanks go to all the volunteer students in class 17AV, 17TA, 18AV, 18TA, 19AV, 19TA1, 19TA2, 20AV, 20TA1 and 20TA2 who passionately joined in the online survey during the quarantine period against Covid-19 pandemic Last but not least, I would like to send special thanks to my beloved family for always believing in me and raising me up whenever I felt depressed Also, I would like to thank my close friend, Trần Nguyễn Anh Thư, my brothers and sisters, Nguyễn Thị Ngọc Nhung, Lê Mai Hương, Nguyễn Huỳnh Minh Mẫn, Trần Ngọc Mai, and my schoolmates for their supports and assistance during the research ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii TABLE OF CONTENTS iii LIST OF TABLES v LIST OF FIGURES vi LIST OF ABBREVIATION vii ABSTRACT viii CHAPTER 1: INTRODUCTION 1.1 Rationale of the research 1.2 Research aims and questions 1.3 Significance of the research 1.4 Limitations of the research 1.5 Organization of the thesis 2 3 CHAPTER 2: LITERATURE REVIEW 2.1 Educational use of Facebook 2.1.1 Facebook use for out-of-class collaboration 2.1.2 Facebook use for academic communication 2.1.3 Facebook use for sharing educational information 2.1.4 Facebook use for improving language production skills 2.2 Facebook use in education – Pros and cons 2.2.1 Advantages of using Facebook in education 2.2.2 Disadvantages of using Facebook in education 2.3 Facebook use in English language teaching and learning 10 2.3.1 Using Facebook as an online writing platform 10 2.3.2 Using Facebook to improve English reading comprehension 12 2.3.3 Using Facebook for developing English communicative skills 13 2.3.4 Using Facebook for online English listening practice 14 2.4 Students’ perceptions on the use of Facebook in English language learning 14 CHAPTER 3: METHODOLOGY 17 3.1 Research design 17 3.2 Participants 17 iii 3.3 Data collection instruments 18 3.4 Data collection procedures 19 3.5 Data analysis 20 3.6 Summary 20 CHAPTER 4: FINDING AND DISCUSSION 21 4.1 The reliability of the questionnaire 21 4.2 Facebook usage for English language learning among AGU undergraduate English major students 21 4.2.1 Facebook usage for academic purposes relating to English language learning 22 4.2.2 Facebook usage for improving English language skills 24 4.2.3 Facebook usage for English major-related searching 28 4.3 Attitudes of AGU undergraduate English major students towards Facebook usage for English language learning 30 4.3.1 The effectiveness of Facebook usage as a learning tool 31 4.3.2 The effectiveness of Facebook usage as a self-study environment 32 4.4 Problems of using Facebook for English language learning 33 CHAPTER 5: CONCLUSION 38 5.1 Summary of the main findings 38 5.1.1 Facebook usage for English language learning among AGU undergraduate English major students 38 5.1.2 Attitudes of AGU undergraduate English major students towards Facebook usage for English language learning 39 5.1.3 Problems of using Facebook for English language learning 39 5.2 Implications 40 5.3 Recommendation for further research 41 5.4 Conclusion 41 REFERENCES 43 APPENDICES 48 APPENDIX 48 APPENDIX 55 iv LIST OF TABLES Table 3.2 Participants’ demographic characteristics 17 Table 3.3 Category of questions in the third section of the questionnaire 19 Table 4.2.1 Facebook usage for academic purposes relating to ELL 22 Table 4.2.2 Facebook usage for improving English language skills 24 Table 4.2.3 Facebook usage for English major-related searching 28 Table 4.3 Students' attitudes towards Facebook usage for ELL 30 Table 4.4a Problems of using Facebook for ELL 33 Table 4.4b Facebook overusing time 35 v LIST OF FIGURES Figure 4.2.1 Facebook usage for academic purposes relating to ELL 23 Figure 4.2.2a Facebook usage for English vocabulary 25 Figure 4.2.2b Facebook usage for English listening skills practice 26 Figure 4.2.2c Facebook usage for English grammar, speaking and reading 27 Figure 4.2.2d Facebook usage for writing skills 28 Figure 4.2.3 Facebook usage for English major-related searching 29 Figure 4.3.1 The effectiveness of Facebook usage as a learning tool 31 Figure 4.3.2 The effectiveness of Facebook usage as a self-study environment 32 Figure 4.4 Problems of using Facebook for ELL 34 vi LIST OF ABBREVIATION An Giang University English major English language learning English linguistics English language teacher education AGU EM ELL EL ELTE English foreign language EFL Language manage system LMS vii Dizon, G (2016) A comparative study of Facebook vs paper-and-pencil writing to improve L2 writing skills Computer Assisted Language Learning, 29(8), 1249-1258 Ellison, N B., Steinfield, C., & Lampe, C (2007) The benefits of Facebook “friends:” Social capital and college students’ use of online social network sites Journal of computer-mediated communication, 12(4), 1143-1168 Ferdinand-James, D., & Foogooa, R (2015) Use of Facebook for Enchancing Student Engagement in a Higher Education Blended Frein, S T., Jones, S L., & Gerow, J E (2013) When it comes to Facebook there may be more to bad memory than just multitasking Computers in Human Behavior, 29(6), 2179-2182 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(You can choose more than option) / Bạn sử dụng thiết bị để truy cập vào Facebook? (Có thể chọn nhiều đáp án) □ Desktop/ Máy tính □ Laptop/ Máy tính xách tay □ Tablet/ Máy tính bảng □ Smartphone/ Điện thoại thông minh □ Others (Please specify)/ rõ): Thiết bị khác (Vui lòng ghi Do you connect with your university-mate(s) on Facebook? / Bạn có kết nối với bạn bè học trường đại học qua Facebook không? □ Yes / Có □ No / Khơng Do you connect with your lecturer(s) on Facebook? / Bạn có kết nối với giảng viên qua Facebook khơng? □ Yes / Có □ No / Không How much time you spend active on Facebook everyday? / Bạn dành để truy cập Facebook ngày? □ < hours □ – hours □ - hours □ - hours hours □ - hours □ > How much time you spend learning on Facebook everyday?/ Bạn dành để tự học qua Facebook ngày? □ < hours □ – hours □ - hours □ - hours hours □ - hours □ > How much time you consider proper amount of time on Facebook everyday? / Bạn nghĩ ngày truy cập Facebook hợp lý? □ < hours □ – hours □ - hours □ - hours hours □ - hours □ > How much you think is “too much” on Facebook in a day? / Bạn nghĩ ngày truy cập Facebook nhiều? □ < hours □ – hours □ - hours □ - hours hours □ - hours □ > SECTION 3: ACTUAL USAGE OF FACEBOOK FOR ENGLISH LEARNING PHẦN 3: THỰC TRẠNG SỬ DỤNG FACEBOOK CHO VIỆC HỌC TIẾNG ANH For each of the following statements, please give your opinions on using Facebook in learning English by choosing ONE option using the scale (Choose ONE only): 1= Strongly disagree; agree 2= Disagree; 3= Neutral; 4= Agree; 5= Strongly 49 Your thoughtfulness and honest responses will be greatly appreciated Với câu bên dưới, cho ý kiến bạn việc sử dụng Facebook để học tiếng Anh cách chọn MỘT mức độ phù hợp theo thang đo sau: 1= Hồn tồn khơng đồng ý; 4= Đồng ý; No A 2= Không đồng ý; 3= Phân vân; 5= Hoàn toàn đồng ý Statement Facebook Use in English Language Learning I use Facebook to communicate with my classmates about study-related topics Tôi dùng Facebook để thảo luận với bạn lớp vấn đề liên quan đến việc học I use Facebook to facilitate group tasks/projects by creating interactive space (public/private groups or group chat) Tơi dùng Facebook tạo nhóm thảo luận, nhóm trị chuyện làm việc nhóm I use Facebook to share learning materials Tôi chia sẻ tài liệu học tập qua Facebook I join in English language learning communities on Facebook such as follow pages and join in groups Tôi theo dõi trang, tham gia nhóm học tiếng Anh Facebook I download learning materials (books/handouts) from English language learning communities on Facebook Tôi tải tài liệu học tiếng Anh từ trang, nhóm học tiếng Anh Facebook I download practice tests (IELTS, TOEIC, TOEFL …) on Facebook Tôi tải thi thử, luyện tập (IELTS, TOEIC TOFEL…) từ Facebook I learn new vocabulary from English language learning communities Tôi học thêm từ vựng từ trang, nhóm học 50 tiếng Anh 10 11 12 I learn new English idioms from English language learning communities on Facebook Tôi học thêm thành ngữ từ trang, nhóm học tiếng Anh I learn correct pronunciation from English language learning communities on Facebook Tôi học phát âm từ trang, nhóm học tiếng Anh Facebook I learn and revise grammatical structures from English language communities on Facebook Tôi học ôn lại cấu trúc ngữ pháp từ trang, nhóm học tiếng Anh I watch English videos on Facebook Tôi xem video tiếng Anh Facebook I listen to English audio (songs/news) on Facebook Tôi nghe tiếng Anh (bài hát, tin tức) Facebook I download English audio files on Facebook to 13 practice listening skills Tôi tải luyện nghe tiếng Anh từ Facebook 14 15 16 17 I search for English speaking topics, ideas and sample talks shared on Facebook Tơi tìm hiểu chủ đề nói tiếng Anh, ý tưởng nói mẫu chia sẻ Facebook I read English news, stories, and sharings on Facebook Tôi đọc tin tức, truyện, đăng tiếng Anh Facebook I use English to write posts and comments, to chat with Facebook friends Tơi viết bình luận, trò chuyện tiếng Anh với bạn bè Facebook I search for English writing topics, ideas and sample essays shared on Facebook 51 Tơi tìm hiểu chủ đề viết tiếng Anh, ý tưởng luận mẫu chia sẻ Facebook I search for related information on Facebook while preparing for my presentations about economy and 18 tourism Tơi tìm thơng tin liên quan đến kinh tế du lịch làm thuyết trình 19 B I search for guidance and suggestions on Facebook while designing lesson plans Tơi tìm hướng dẫn gợi ý Facebook soạn giáo án Students’ Perspectives towards Facebook Use in English Language Learning I think Facebook is a quick and convenient way to communicate with my classmates/university mates and lecturers about school-related topics Tôi nghĩ Facebook phương thức nhanh thuận tiện để liên lạc với bạn học giảng viên vấn đề liên quan đến trường, lớp việc học I think Facebook is highly useful in doing group work and promoting collaboration among group members Tơi nghĩ Facebook có ích làm việc nhóm giúp thúc đẩy hợp tác thành viên nhóm I think Facebook is an effective tool for accessing and sharing learning materials Tôi nghĩ Facebook công cụ truy cập chia sẻ tài liệu học tập hiệu I think Facebook allows me to practice and selfstudy online anytime and anywhere Tôi nghĩ Facebook giúp luyện tập tự học lúc, nơi I think Facebook allows me to use English in authentic situations 52 Tôi nghĩ Facebook cho phép tơi sử dụng tiếng Anh tình thực tế I think Facebook helps me improve my English skills Tôi nghĩ Facebook giúp cải thiện kỹ tiếng Anh While using Facebook to learn English, I am easily distracted by other Facebook contents/activities Khi dùng Facebook để học tiếng Anh, dễ bị nhãng nội dung hoạt động khác có Facebook I may neglect my study at university if spending too much time on Facebook Sử dụng Facebook q nhiều khiến tơi nhãng việc học I encounter misunderstanding while communicating or group-working by using the Facebook Tôi gặp phải hiểu nhầm ý dùng Facebook để giao tiếp hay làm việc nhóm 10 11 I feel suspicious/confused about the reliability of education-related resources/materials found/shared on Facebook Tôi thấy nghi ngờ/ bối rối độ xác thực nguồn tài liệu học tập tìm thấy chia sẻ Facebook I am worried about cyber-bullying and privacy while using Facebook Tôi lo lắng quyền riêng tư khủng bố qua mạng dùng Facebook SECTION 4: THE FACTORS CAUSING DIFFICULTIES OF USING FACEBOOK FOR ENGLISH LANGUAGE LAERNING PHẦN 4: NHỮNG YẾU TỐ DẪN ĐẾN BẤT CẬP KHI SỬ DỤNG FACEBOOK ĐỂ HỌC TIẾNG ANH Please answer the following questions using your own thoughts and experience You can use Vietnamese if you wish / Hãy trả lời câu hỏi 53 dựa suy nghĩ trải nghiệm riêng bạn Bạn trả lời tiếng Việt What are some examples of non-educational contents or activities on Facebook that may distract you from your online learning? / Những nội dung hoạt động không liên quan đến học tập nhãng việc tự học mạng bạn? _ Why would you neglect your study if spending too much time on Facebook? / Tại bạn nhãng việc học dành nhiều thời gian Facebook? _ What may cause misunderstanding while communicating on Facebook? / Điều gây hiểu nhầm ý giao tiếp Facebook? What types of information/ material on Facebook are unreliable? Why you think those types of information/material on Facebook unreliable? / Những loại thông tin tài liệu Facebook không đáng tin cậy? Vì bạn lại cho loại thơng tin, tài liệu khơng đáng tin cậy? _ Have you ever been cyber-bullied on Facebook? / Bạn bị khủng bố/ bắt nạt qua mạng Facebook chưa? _ Why would you think bullying can occur on Facebook? / Vì bạn nghĩ khủng bố/ bắt nạt xảy Facebook? _ What would be some problems relating to privacy on Facebook? / Những vấn đề liên quan đến quyền riêng tư Facebook gì? _ Why would you worry about privacy-related issues while using Facebook? / Vì bạn lo lắng quyền riêng tư sử dụng Facebook? _ Thank you for taking your time to complete the questionnaire Cảm ơn bạn dành thời gian làm khảo sát 54 APPENDIX DESCRIPTIVE STATISTICS N Minimum Maximum Mean Std Deviation I use Facebook to communicate with my classmates about study-related topics 189 3.63 1.171 I use Facebook to facili1te group tasks/projects by creating interactive 189 3.77 1.151 I use Facebook to share learning materials 189 3.85 1.171 I join in English language learning communities on Facebook such as follow pages and join in groups 189 3.98 1.151 I download learning materials (books/handouts) from English language learning communities on Facebook 189 3.78 1.139 I download practice tests (IELTS, TOEIC, TOEFL …) on Facebook 189 3.52 1.128 I learn new vocabulary from English language learning communities 189 3.85 1.139 55 I learn new English idioms from English language learning communities on Facebook 189 3.79 1.129 I learn correct pronunciation from English language learning communities on Facebook 189 3.61 1.187 I learn and revise grammatical structures from English language communities on Facebook 189 3.55 1.127 I watch English videos on Facebook 189 3.89 1.164 I listen to English audio (songs/news) on Facebook 189 3.81 1.195 I download English audio files on Facebook to practice listening skills 189 3.43 1.087 I search for English speaking topics, ideas and sample talks shared on Facebook 189 3.62 1.145 I read English news, stories, and sharings on Facebook 189 3.66 1.112 I use English to write posts and comments, to chat with Facebook friends 189 3.32 1.179 56 I search for English writing topics, ideas and sample essays shared on Facebook 189 3.59 1.134 I search for related information on Facebook while preparing for my presentations about economy and tourism 189 3.33 1.181 I search for guidance and suggestions on Facebook while designing lesson plans 189 3.25 1.299 I think Facebook is a quick and convenient way to communicate with my classmates/university mates and lecturers about school-related topics 189 3.81 1.226 I think Facebook is highly useful in doing group work and promoting collaboration among group members 189 3.71 1.145 I think Facebook is an effective tool for accessing and sharing learning materials 189 3.79 1.157 I think Facebook allows me to practice and selfstudy online anytime and anywhere 189 3.67 1.175 57 I think Facebook allows me to use English in authentic situations 189 3.68 1.142 I think Facebook helps me improve my English skills 189 3.61 1.205 While using Facebook to learn English, I am easily distracted by other Facebook contents/activities 189 3.78 1.217 I may neglect my study at university if spending too much time on Facebook 189 3.83 1.260 I encounter misunderstanding while communicating or group-working by using the Facebook 189 3.31 1.136 I feel suspicious/confused about the reliability of education-related resources/materials found/shared on Facebook 189 3.51 1.109 I am worried about cyber-bullying and privacy while using Facebook 189 3.70 1.211 Valid N (listwise) 189 58 ... 4.2 Facebook usage for English language learning among AGU undergraduate English major students 21 4.2.1 Facebook usage for academic purposes relating to English language learning 22 4.2.2 Facebook. .. undergraduate English major students in An Giang University (AGU) use Facebook for English language learning? 2) What are AGU undergraduate English major students? ?? perceptions towards Facebook use in English. .. DECLARATION  I hereby declare that the thesis titled ? ?Facebook usage for English language learning among English major students at An Giang University? ?? represents my own work and that it has