EFL STUDENTS’ PERCEPTIONS OF USING FACEBOOK AS A LEARNING TOOL FOR ENGLISH ACADEMIC WRITING: BENEFITS AND CHALLENGES

Abstract

Social media plays a crucial role in students' daily lives, influencing several aspects, including education and English language learning. This study examines the use of Facebook as a tool for learning English academic writing by exploring students’ perceptions. Particularly, it investigates their extent of use and the perceived advantages and disadvantages of Facebook regarding academic writing. A mixed-methods design was employed, involving 86 EFL students who had either completed or currently enrolled in the ‘Writing Scientific Report’ course, which focuses on academic writing instruction. Quantitative data were collected through a questionnaire exploring students’ perceptions of the use of Facebook in academic writing, emphasizing its benefits, challenges, and extent of use. Qualitative data were then obtained from student interviews, offering insights into their experiences and perceptions. The findings indicate that students use Facebook occasionally for academic writing, primarily for passive learning, such as accessing resources and expanding vocabulary. However, interactive engagement remains limited due to privacy concerns and the informal nature of the platform. While students acknowledge Facebook’s potential for academic writing, they do not consider it a primary tool for writing improvement. Key challenges include distractions, unreliable information sources, and the influence of informal language, with variations based on students’ English language proficiency level. These findings highlight the need for a structured approach to integrating social media into academic writing instruction.