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ABSTRACT
Facebook has best leveraged the rapid technological and societal changes over the past decade to grow into the world's largest social-networking site (SNS). However, research of Facebook has lagged behind other Web 2.0 technologies, particularly in regards to investigating its efficacy versus a control group to improve L2 writing. This study, which involved 30 Japanese university English as a foreign language (EFL) students, aims to fill this gap in the literature by examining three areas of L2 writing, namely – writing fluency, lexical richness, and grammatical accuracy – in an experimental group using Facebook (n = 16) and a control group (n = 14) using paper-and-pencil. Both groups underwent a 12-week treatment of two in-class focused freewritings a week. Three writing assessments were administered at the start, middle, and end of the treatment to assess its effectiveness. Results from the Mann–Whitney test showed that the experimental group made more significant gains in terms of writing fluency. On the other hand, neither group made significant progress in lexical richness nor grammatical accuracy. These findings strengthen previous research in support of the use of Facebook in L2 classes and highlight the need for additional studies comparing Facebook with other writing mediums.
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No potential conflict of interest was reported by the author.
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Gilbert Dizon
Gilbert Dizon is a lecturer at Himeji Dokkyo University, Japan. He holds a MA in applied linguistics from the University of Massachusetts Boston. His major research interests are focused on the use social-networking sites and mobile apps to enhance L2 learning.