The Effectiveness of Facebook in Learning - Research Proposal Example

Abstract, Introduction, Implication and Conclusion Student’s Name: University: Abstract Facebook is a well-known platform, which might simplify learning actions for students. In this study, Saudi Arabian students’ views, beliefs, and perceptions of employing Facebook in improving their English language skills and self-efficacy beliefs have been discussed. An English learning Facebook group was created and used by the students to exchange information relevant to enhancing their English skills and self-efficacy beliefs and to interact with other students. In addition to data generated by the students, relevant theories have also been used to determine the importance of social interaction in enhancing learning as well as self-efficacy beliefs. Vygotsky’s sociocultural theory and the community of practice theory have been most applicable in the study, noting that students who interact socially are in a better position to enhance their learning. The majority of the students noted that the Facebook group enhanced their English skills and self-efficacy beliefs, through enhancing interaction with each other. All participants completed open-ended questionnaires; based on the feedback received, many students were able to interact socially through the medium. The students’ views, beliefs, and perceptions on the effectiveness of the Facebook group as a learning tool were the same, with a majority of the participants concluding that Facebook enhanced their learning and self-efficacy beliefs. Introduction There are numerous ways through which people socially interact, mostly in groups, and Facebook has been realized as a social networking site that facilitates social group interactions. According to Vygotsky’s sociocultural theory and the community of practice theory, when people interact as a group, it becomes easier to improve their understanding. The effect of the internet on language learning has been expanding exponentially. Years ago, incarnations of the internet allowed learners to acquire information online and share their results with differing language learners. Currently, social networking sites permit the formation of new content; hence, previously unexplored communication mediums have been created, availing language learners with incentives and chances to easily interact with individuals from all over. Social networking sites, specifically Facebook, have altered how information flows, how students interact, and how they improve their self-efficacy beliefs. These changes emphasize that instructors need novel strategies and tools that are in line with current thought patterns and new socialization behaviours to instruct and capture students’ imaginations (Greenhow, 2009). Based on the literature review in the previous chapter, this mini research investigation explores how Facebook and its implementation may strengthen students’ self-efficacy beliefs. Furthermore, the study also explores how Facebook, as a social network, may influence the learning of English in a higher education context for Saudi Arabia students. In particular, this study uses Vygotsky’s theoretical tenets as bases for a conceptualization. This is informed by the argument that social interaction is important in language acquisition. Implication This research offers two types of implications, specifically teaching (practice) implications and research development implications. Regarding the application in teaching, instructors could make use of social networking sites to improve their teaching strategies in the classroom. The overall trend of the open-ended questionnaires used in this research depicts that learners reacted positively to the utilization of Facebook in aiding their learning of English language skills. According to Windham (2005), learners search for practical applications of their studies, and Facebook is one such application. They noted a number of significant aspects, both social as well as pedagogical, associated to the inclusion of Facebook in learning. It is interesting to realize that learners’ posts are continuously meaningful since they have an actual audience with whom they converse (Windham, 2005). Students appear eager to react to the discussion questions and interact among themselves. The social implication of writing in an electronic communal scope is known to affect the production of language students in a positive and constructive manner (Abraham & Williams, 2009). This shows that learners enjoy learning through social networking sites, specifically when the field of study is something with which they are unfamiliar or which requires them to improve their skills. As noted by Wiebe, McDonald, and Gabriel (2009) in their study of the wants, interests, and new skills of students furthering their studies, the conceptions of the curriculum require that the instruction be more involving of the individual and the social lives of learners so they can increase their individual comprehension, viewpoints, and inspirations. Facebook differs from other traditional learning tools for learners because it brings the society of learners together. In comparison with many traditional modes of learning and discussion forums, Facebook offers unique features, such as permitting learners to see when their fellow learners are online and to begin conversations with them at a specific time. Learners can use different features of Facebook to socially interact with each other and take advantage of chances for extra learning and practice. Additionally, the Saudi Arabian students who took part in this research realized that Facebook is a platform where they could implement their upcoming skills to practice with their fellow learners, which many of them reported to enjoy. Students were required to engage in authentic as well as meaningful exchanges, which are important in developing communicative competence. Such communicative competence cannot be attained entirely by concentrating on a student’s grammatical and lexical knowhow. In other words, the learners realized how Facebook can be used as a pedagogical tool in the context of English language learning, as well as how they can exploit this resource outside a classroom setting. This research points to various practical applications. Facebook can be included as an extension learning tool in classrooms, which ensures that language advancement prevails in a fun surrounding when learners are reading from differing places apart from the classroom. Instructors should look for creative and interesting manners of employing Facebook with students. In addition to settings that seem to be more traditional learning tools, Facebook avails the alternative of group discussions via wall posts, video chats, sharing, and the like and comment features. A study conducted on the effective of Facebook groups in enhancing specific subjects understanding by (Blattner & Fiori, 2011) determined that Facebook groups that are based on subjects covered in textbooks could encourage learners to acquire an enhanced sociolinguistic outlook on language by evaluating norms and real language use amid group members. Instructors should encourage learners to take precaution when friending learners. Donath (2007) notes that, with the advancement and development of social networking sites, ancient perceptions of friendships arise and ought to be deliberated in the framework of these virtual surroundings. All of these alternatives could assist in providing second language learners with additional language practice of interpretative and interpersonal communication techniques like reading, writing, speaking, and listening. Another implication of the research involves how this study can be recommended in conducting individual research, which is a research development implication. Research development implication refers to how this study can be referred to another individual intending to conduct research on the effectiveness of Facebook in other fields of research. From the research, social interaction is imperative as it empowers individuals to interact among themselves to engage and exchange ideas in an easier and interesting manner. Facebook is an effective means of social interaction, as it has numerous features that facilitate communication in an easy and fast manner (Greenhow et al., 2009). For instance, based on the study, Facebook can be recommended to organizations as a strategy through which the organizations could reach out for new audiences. It is not only individuals who employ Facebook to reach a new audience; many companies use Facebook as a marketing and information-sharing medium. By using Facebook, organizations could create novel and exciting resources through the creation of Facebook fan pages, which allow for the public to view all available information about an organization. Through the fan pages, people can also recommend their friends to join and interact with members of an organization (Greenhow et al., 2009). Another implication for research involves the use of Facebook as a support centre for people suffering from various disabilities. This can be attained through the creation of Facebook groups for people with differing disabilities. Since Facebook allows for social interaction, its application as a support centre for disabled people can be studied (Greenhow et al., 2009). Through the exchange of ideas and feelings, disabled individuals can inform each other on how to overcome the difficulties they face. It can also act as a medium through which these individuals encourage each other with the knowledge that they are not alone in suffering from their disabilities as well as support each other by discussing the manners in which they survive their day-to-day actions. People with disabilities can also use Facebook to communicate to other people about their disabilities and share ideas on how to overcome prejudice from others. Applying the results of this study could result in great implications for people with disabilities, since they could be competent to manage better as they interact with each other. Conclusion The objective of this research was to determine the effectiveness of Facebook in learning and instruction, as well as determine how it enhances learning and self-efficacy beliefs. Based on the results derived through the use of open ended questionnaires, Saudi Arabian English learning students noted the significance of Facebook in learning. It has been concluded that Facebook effectively ensures social interaction among students attributed to the many features of the social networking site. It allows for the creation of learning groups like the English learning group created for the Saudi Arabian students. Facebook has a comment, like; sharing among other features, though which information can be easily exchanged from one group member to another. Facebook enhances learning and self-efficacy beliefs of students through its use as a social interaction site. It has been noted that social interaction and exchange of meaningful ideas are very significant in improving people’s beliefs and learning. It also encourages students to air their views, which greatly improves their learning as they are corrected or complimented by other students in a similar environmental setting. The study has used theories as well to explain learning and cognitive advancement. Vygotksy’s sociocultural theory is significant, since it puts more emphasis on the requirement for social interactions and highlight how people gather knowledge from environmental surroundings, noting the significance of social interaction in cognitive advancement. Facebook is an effective medium of learning and improving self-efficacy beliefs. This is because it places learners in an environment where they engage and share through learning actions. As asserted by the community of practice theory, learning has been noted to be more efficient and productive when students are positioned in learning environments where they are able to interact with their peers. Generally, this research has been significant and can be used in the application of social networking sites, specifically Facebook, in learning environments to enhance students learning and self-efficacy beliefs. References Abraham, L. B & Williams, L. (2009). Electronic Discourse in Language Learning and Language Teaching. Amsterdam: Benjamins. Blattner, G & Fiori, M. (2011). Virtual social network communities: an investigation of language learners development of socio-pragmatic awareness and multi-literacy skills. CALICO journal, 29(1): 24-43. Donath, J. (2007). Signals in social supernets. Journal of Computer-Mediated Communication, 13(1). Greenhow, C et al. (2009). Learning, teaching and scholarship in a digital age: What path should we take now? 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