Facebook as a Communication Tool on Language Learning Proficiency of College Students

Abstract

Many students use popular social networking sites such as Facebook and Messenger on a regular basis as a learning partnership. The objective of this study was to identify the effects of Facebook utilization on the language learning proficiency of college students. Further, the study used qualitative research design, more specifically, a phenomenological approach, to learn the experiences of the college students about the said problem to arrive at a description of the nature of the phenomenon. There were ten (10) participants who were highly involved in this research: five (5) for in-depth interviews and five (5) for focus group discussion. Results showed the following essential themes gathered during the interview as effects of using Facebook in relation to their language learning proficiency: new communication vocabulary, knowledge abundance, internet dependence, and grammar and spelling issues. When it comes to dealing with the effects of Facebook utilization on language learning proficiency, the following themes were generated: adapting to the new learning environment; asking for feedback from peers and teachers; and assessing the validity of the information. Lastly, the viewpoints of college students on the effects of using Facebook on their language learning process were the following: awareness of the effects of Facebook; a platform of learning and confusion; and Facebook as a learning aid. With these results being collected and evaluated, the researcher encourages students, teachers, and administrators to be extra careful in using social media. It should not be the sole learning environment to be used in a classroom as part of an asynchronous session but should be an aid to learning and communication.