Facebook-Based Language Learning

Abstract

The emergence of Facebook has benefited language educators and learners in different ESL/EFL contexts as Facebook can function as a learning management system (LMS), facilitating the English language teaching and learning (ELTL) process. Nonetheless, research on the Facebook-based language learning (FBLL) activities is scarce. This book chapter presents a study delving into tertiary EFL English majors' attitudes toward FBLL activities, their FBLL strategy use, and the correlation between the two variables mentioned above at an institution of higher education in Vietnam. This study adopted the postpositivist perspective for quantitative data collection from a cohort of 126 English majors answering closed-ended questionnaires. The SPSS software processed the data in terms of descriptive and inferential statistics. The findings revealed that tertiary English majors showed positive attitudes towards FBLL activities and employed FBLL strategies at a high level. Furthermore, the English majors' attitudes towards FBLL activities did not affect how they utilized their FBLL strategies. This book chapter suggests some practical pedagogical implications for both teachers and students aiming to leverage the quality of ELTL concerning the use of FBLL activities.