5

STUDENTS OPINIONS ON THE IMPACT OF USING FACEBOOK FOR

ENGLISH READING AND WRITING SKILL IMPROVEMENT

PANAWAN TANGPAIWAN NOLAN

Adviser: Assistant Professor Suchat Wongsuwanich

A RESEARCH PAPER SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS
IN
ENGLISH FOR CAREERS
LANGUAGE INSTITUTE, THAMMASAT UNIVERSITY
BANGKOK, THAILAND
MARCH 2011

STUDENTS' OPINIONS ON THE IMPACT OF USING FACEBOOK FOR

ENGLISH READING AND WRITING SKILL IMPROVEMENT

PANAWAN TANGPAIWAN NOLAN

Adviser: Assistant Professor Suchat Wongsuwanich

A RESEARCH PAPER SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS
IN
ENGLISH FOR CAREERS
LANGUAGE INSTITUTE, THAMMASAT UNIVERSITY
BANGKOK, THAILAND
MARCH 2011

ABSTRACT

The fast growing number of Facebook users has attracted researchers to

investigate the contribution and damage Facebook has made on the academic field.
Previous research has revealed that using Facebook as a teaching tool motivated
students to learn better. In contrast, other research has claimed that students academic
performances had been reduced after using Facebook .
The purpose of this study was to investigate Thai students opinions about the
impact of Facebook on their English language skill improvement in terms of reading
and writing. A survey method with the distribution of a questionnaire was employed
to collect data. The results revealed that increased exposure to English has been
recognized the most, resulting in reading skill improvement. Nevertheless, the
advantages of Facebook in English language learning motivation as well as the
benefits in English writing skill improvement were not well recognized.
The overall result indicated that respondents were skeptical about the impact
of Facebook on English language skill improvement. Although Facebook was found
to be helpful in learning English as it offers the opportunity to use English, the
question remains; to what extent Facebook helps students in English learning? Further
in-depth action research focusing on English learning skill improvement influenced
by the use of Facebook would be helpful to determine the benefits of Facebook in
regards to Thai students learning of English language.

ii

ACKNOWLEDGEMENTS

First of all, I would like to express my great gratitude to Assistant Professor

Suchat Wongsuwanich, my adviser, for his valuable comments and advice for this
study. I wish to convey my gratitude to all teachers of Language Institute, Thammasat
University who have been supportive and inspiring. Also, I would like to thank all of
my classmates and friends for their support, help and smiles throughout the program.
Special thanks also go to my partner for being kind, supportive and positive
throughout my study. Finally, I also would like to thank students at Praharuthai
Nonthaburi School for completing my questionnaires and for being my very best
students and my very best friends.

Thammasat University

Panawan Tangpaiwan Nolan

Bangkok, Thailand

March 2011

iii

CONTENTS
PAGE
ABSTRACT.............ii
ACKNOWLEDGEMENTS.iii
CONTENTS.iv
CHAPTER

1. INTRODUCTION...1
1.1 Background...1
1.2 Statement of the Problem..2
1.3 Objectives of the Study.2
1.4 Definitions of Terms.2
1.5 Hypothesis.3
1.6 Scope of the Study.............3
1.7 Significant of the Study.4
1.8 Organization of the Study......4

2. LITERATURE REVIEW.5
2.1 Definition and Theories of Virtual Community.5
2.2 Definition and Background of Second Language Acquisition...6
2.3 Background of Second Language Learning Motivation....7

3. METHODOLOGY.10
3.1 Subjects....10
3.2 Materials.. 10
3.3 Procedures10
3.4 Data Analysis...11

4. RESULTS...12

4.1 Demographic Data...12

4.2 Time Spent on Facebook..13
4.3 Self-Rating Opinion on the Benefits of Using Facebook in
English..14
4.4 Self-Rating Evaluation of Reasons of Using English in
Facebook...19
4.5 Overall Opinions of Students Classified by Different Amounts
of Time Spent on Facebook and Fields of Study......20
4.6 Results of the Open-Ended Question....25

5. CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS..27

5.1 Summary of the Study27
5.2 Summary of the Findings...27
5.3 Discussion...30
5.4 Conclusion..........34
5.5 Recommendations for Further Research....35

REFERENCES....36

APPENDIXES.38
A. Questionnaire (English Version).............38
B. Questionnaire (Thai Version)..42

CHAPTER ONE
INTRODUCTION

1.1

BACKGROUND

The use of social networks has become a significant part of life in the
21stcentury. According to Gemmil and Peterson (2006), the internet plays an
important role in socializing among college students. Since the use of social networks
has gained its popularity among youth and students, a number of researchers from
various fields have attempted to investigate the implications, practices, cultures,
meanings and the effects of the use of social networks (Boyd & Ellison, 2007).

According to Bo-Kristensen, Ole Ankerstjerne, Neutzsky-Wulff, and Schelde

(2009, pp. 85-86) the trend of internet usage has moved from read-only to readwrite or from one-way communication to two-way communication. The
advancement of technology has influenced the way the new generation spends time
with friends, which is changing from face-to-face communication to virtual
communication. The exciting and useful nature of virtual reality attracts students to
spend time on it. In addition, Thai students are increasingly communicating with both
Thai and foreign friends via social networks, such as, Facebook, Twitter, Flickr,
Youtube and so on.

The proliferation of Thai people becoming Facebook users reflects the

increasing importance of social networks in society. In March 2009, approximately
280,000 people in Thailand were reportedly using Facebook. In March 2010, the
number increased to nearly 3,000,000. This statistic shows that the amount of Thai
people using Facebook increase by more than 900 % in one year. (Facebook Usage
Statistics, n.d.)

Research from Bishop Challoner Catholic Collegiate School in East London

found that using Facebook, Twitter, YouTube and MySpace can help high school

students pass their GCSEs English language exam (Stewart, 2010), while Kirschner
and Karpinski (2010) claimed that students who are Facebook users had lower grades
than students who are not. However, because these studies have been conducted with
time limitations, experts suggest that long term research lasting several years is
needed to get more precise results (Carter, 2009).

Since there are contradictory studies concerning the connection between

Facebook usage and grade-point average, researchers have suggested the need for a
more extensive research study to be conducted to get a clearer picture of the effect of
social network on academic performance (Carter, 2009).

1.2

STATEMENT OF THE PROBLEM

This study aims to answer the following questions:

1.2.1

Does using Facebook help Thai students improve their English reading

and writing skill?

1.2.2

1.3

Does Facebook motivate students to learn English?

OBJECCTIVE OF THIS STUDY

This study is designed to:

1.3.1 Main Objective:
Investigate the subjects opinions on the impact of using Facebook for
improving English reading and writing skills.
1.3.2 Sub-Objective:
Find out the subjects opinions on the benefits of Facebook in
increasing English language learning motivation.

1.4

DEFINITIONS OF TERMS

The terms in this study are described as follows:

Subjects
Subjects refer to Mathayom 6 students (Grade 12) at Praharuthai Nontaburi in
the 2010 academic year who use Facebook in Thai and English.

Social network sites

Social network sites refer to websites that provide their members with services
that allow them to create a profile for sharing, controlling a friends list or the list of
those who they make contact with, and viewing and communicating with their friends
with whom they are connected (Boyd & Ellison, 2008, p. 211). Facebook is the only
social network site focused in this study.

Web2.0
Web 2.0 refers to a Read-Write web which allows participation and
presentation of information to be created (Rosen & Nelson, 2008, p. 212).

1.5

HYPOTHESIS

1. Using Facebook helps students improve their English reading and writing
skills.
2. Facebook motivates students to learn English.

1.6

SCOPE OF THE STUDY

1.

Due to time constraints (November 2010-Feb 2011), this study

concentrates only on Facebook, the social network with the largest number of users.
2.

For the same reason, the subjects are high school students who are

Facebook users and who were selected after responding to the initial question Are
you a Facebook user? in each class by the researcher. The subjects are 58 students
out of a total of 88 Matthayom 6 students (Grade 12). Therefore, there is no question
for excluding non-Facebook users in the questionnaire.

1.7

SIGNIFICANCE OF THE STUDY

The findings from this study will be beneficial to the field of teaching English
as a foreign language in Thailand. Facebook and social network sites may be useful
tools in providing students with more opportunities to be involved in the English
language community. In order to promote students interest and stimulate them to
practice English language authentically outside the classroom, the teacher may use
Facebook as a part of the lessons. For example, students may be expected to spend
more of their time online usefully to consciously and unconsciously learn and
improve their reading and writing skills through authentic and purposive
communication by using Facebook.

1.8

ORGANIZATION OF THE STUDY

This study is divided into five chapters. The presentation of the study is shown
in each chapter as follow:
Chapter I introduces the background, statement of the problem, purpose of the
study, significance of the study, definitions of terms, theoretical framework, research
questions and limitations of the study.
Chapter II presents the review of literatures which includes concepts of virtual
community, second language acquisition and second language learning motivation.
Chapter III summarizes the procedures used in this study which are selection
of participants, instrumentation, data collection and data analysis procedure.
Chapter IV discusses the research findings.
Chapter V includes a summary of the study, its findings, discussions,
conclusions and it is also offers recommendations for further study or research.

CHAPTER TWO
LITERATURE REVIEW

Theories of the literature discussed in this study are:

1) Virtual Community
2) Second language acquisition
3) Second language learning motivation

2.1

DEFINITION AND THEORIES OF VIRTUAL COMMUNITY

Rheingold (1993) defined virtual community as social aggregations that

emerge from the Net when enough people carry on public discussions long enough,
with sufficient human feeling, to form webs of personal relationships in cyberspace
(p. 6).

Hagel and Armstrong (1997, p. 4) claimed that in the early 1970s, the first
virtual community was formed when an interactive research community was
introduced by scientists on the internet.
Hagel and Armsytrongs definition of virtual community (as cited in Lee,
Vogel, & Limayem, 2003, p. 50) places an emphasis on communicative aspects with
member-generated content.

One thing in common that was focused in both definitions is human

interaction in cyberspaces or computer based information technology.
In Hagel and Armstrongs definition of a virtual community, the content and
the aspects of communication were focused while the member-generated content was
also emphasized. Rheingolds definition focuses on cyberspace, public discussion and
personal relationship (Lee, Vogel, & Limayem, 2003, p. 50).

These definitions point out that a virtual community is different from

informative websites because it represents the phase of relationship formed in
cyberspaces and the interaction among social network members. A virtual community
offers two-way communication for members similar to that in a physical community.
However, the lack of face-to-face communication which is a part of the physical
community allows communication that does not always have immediate response
from the participants (Boogart, 2006, p. 13).

Social networks are the most dominant type of virtual community. Facebook,
Twitter and My space are examples of social networks (World Wide Web, 2010).
Modern media is claimed to offer opportunities in developing language skill because
it is obvious that English language learners can access standard academic forms of
English language (Black, 2009).

2.2

DEFINITION AND BACKGROUND OF SECOND LANGUAGE

ACQUISITION

Krashen (2002, p. 40) suggested that acquisition is the most important part of
second language learning. He also suggested that students can increase their second
language proficiency in an informal environment. Moreover, it can be so effective that
their development is as good as or even better than learners who spend a considerable
amount of time in the formal environment.

According to Ellis (1997), social conditions have an influence on language

learning. To allow students to be in English language surrounding creates a better
English language learning environment. Social network sites provide this opportunity
for Thai students who rarely have the chance to practice English language outside the
classroom.

Without realizing that they make mistakes, students cannot improve their
English language ability. Schmidt (1990) claimed that consciousness is necessary in
order to notice the language in second language acquisition process. Awareness plays

a role in learning language. Students can learn by being aware of the language used
around them.

Long (1990) also suggested that theories of second language acquisition show
that the consciousness of learners is a part of learning language. It is, however, the
learners who need to have awareness and attention to learn language.

Also, some second language acquisition theorists believe that exposure to

input is necessary. This reflects the connection between the use of social networks and
second language acquisition. Nevertheless, Krashen (2002, p. 103) argued that simple
flow conversation as the natural input for second language learners is not effective in
the language learning process as it is often not understood by the learners. Meaningful
and communicative language practice is considered efficient input of the second
language acquisition input.

2.3

BACKGROUND OF SECOND LANGUAGE LEARNING

MOTIVATION

The lack of learning motivation is another obstacle in improving the English

language ability of English language learners. It is also the students responsibility to
learn English language themselves when they come to make contact with English
language users on social network websites. Oxford and Shearin (1994) stated that
there are extensive amounts of research claiming that motivation plays a big part in
second language acquisition.

Researchers divided motivation into two types: intrinsic motivation and

extrinsic motivation. Intrinsic motivation refers to motivation to engage in an activity
because it is an enjoyable thing to do ,while extrinsic motivation refers to motivation
to achieve something or to avoid punishment (Noels, Pelletier, Clment, & Vallerand,
2000, p. 61).

Gardner (2007) claimed that motivation plays a vital role in learning a second
language. He suggested that motivation is a complex phenomenon with many angles,
thus, to give a simple definition to motivation is rather impossible. Although it cannot
be measured by scale because of the complexity of its construct, he stated that in
second language learning motivation, two types of motivation are recognized; they are
language learning motivation and classroom learning motivation.

Language learning motivation is referred to as the motivation to learn and

acquire a second language. It is a general characteristic of the individual that applies
to any opportunity to learn the language (Gardner, 2007, p. 11) This concept of
motivation reflexes the importance of the opportunity to learn. English language
learners who are motivated to learn a language will make the most of the opportunity
that comes to them. The advantage of social networks where English language is
widely used can be found in this concept of language learning motivation.

Gardner (2007, p. 11) also stated that classroom learning motivation is

referred to as the motivation in the classroom as well as in any other situation. The
focus of classroom motivation is on the perception of the individual in their tasks. The
language class host as well as the class atmosphere and the content of the class have
major influences on this kind of motivation.
Gardners socio-educational model represents five attitudes or motivation
variables which are integrativeness, attitudes toward the learning situation, motivation,
integrative orientation and Instrumental orientation (Masgoret & Gardner, n.d.).
In Gardner and Lamberts research (as cited in Noels, Pelletier, Clment, &
Vallerand, 2000, p. 58) the terms Integrative orientation and Instrumental
orientation in second language learning were introduced.
Liuolien and Metinien (2006) defined Integrative and Instrumental
orientation as:

Integrative orientation refers to a learners desire to learn more about

the cultural community of the target language or to assimilate to some
degree in the target community. Integrative orientation refers to a
desire to increase the affiliation with the target community.
Instrumental orientation, in contrast, is a more utilitarian orientation.
It refers to learners desires to learn the language in order to
accomplish some non-interpersonal purpose such as to pass an exam or
to advance a career. (p. 94)

Gardner (2007, p. 16) stated that motivation was highly influenced by

integrativeness and attitudes toward the learning situation. Also, educational context
and the cultural context have a direct effect on motivation which is important in
second language acquisition, resulting in second language achievement. In conclusion,
English language can be achieved by the learners if they have the desire to increase
their connections with the members of the community and to learn more about that
community in any way. Provided that they have high motivation to learn in any
situation, the use of social networks is one of the opportunities for learners to be
familiar with the language and the culture of the language that they are learning.

The aim of this study is to investigate the correlation of social networks and
the improvement of Thai students English language skills. Although the effects of
social networks on students learning skills have been discovered in English speaking
countries, the advantages and disadvantages of the use of social networks found in
that context are different from the Thai context. The theories of virtual community,
second language acquisition and second language learning motivation examined here
focused on the use of the social networks aspect. It has been shown that English
language learners who have adequate learning motivation with consciousness to learn
and have enough opportunity to make contact with the English using community can
improve their English language skill.

CHAPTER THREE
METHODOLOGY

This chapter describes: (1) the subjects, (2) the materials, (3) the procedures
used in the collection and analysis of the data, and (4) the data analysis.

3.1

SUBJECTS

The subjects were 58 Matthayom 6 students (Grade 12) at Praharuthai

Nontaburi School who use Facebook. The reason for choosing these 58 Grade 12
students from Praharuthai Nontaburi School as the subjects in this study was due to
the researchers prior knowledge of the students Facebook usage which was
convenient for data collection. The subjects were 58 students of the total number of
88 grade 12 students. They were selected before the distribution of questionnaires by
the process by asking a question Are you a Facebook user? However, the subjects
may not represent Thai high school students since Paharuthai Nontaburi students may
have different level of English language familiarity compared to those students
residing in Bangkok and rural areas.

3.2

MATERIALS

The research instrument in the study was a designed paper-based survey

questionnaire. The questionnaire was divided into 5 sections: (1) personal
information, (2) average time spent on Facebook, (3) students opinions on the
impact of Facebook for English language skill improvement and learning
motivation, (4) reasons for using English on Facebook, and (5) an open-ended
question about the impact of Facebook on their English language skill improvement.

3.3

PROCEDURES

This study was a research survey. A quantitative approach with the use of
descriptive survey method was employed in order to collect information about

11

students opinions on English language reading and writing skill improvement from
using Facebook. The structured questionnaires were distributed at one time.

3.4

DATA ANALYSIS

In this study, numeric data obtained from the questionnaires were analyzed
using Statistical Package for Social Science (SPSS).

Step 1: Demographic background was analyzed into descriptive statistics,

including frequency and percentage.

Step 2: The third and fourth sections which used a 5 point Likert-scale were

analyzed in the form of descriptive statistics, including percentage and mean. Anova
and multiple comparison tests were also used to evaluate and compare the subjects
opinions.

Step 3: Part four was analyzed by ranking the mean scores of each questions.

The open-ended question part will be summarized.

Step 4: The correlation of each section will be analyzed by determining the

statistical significances.

CHAPTER FOUR
RESULTS

This chapter reports the results of the information obtained from the survey.
The results include demographic data; time spent on Facebook, self-rating opinion of
the benefits of using Facebook in English, the reasons of using English language on
Facebook and results of the open-ended question.

4.1

DEMOGRAPHIC DATA

4.1.1 Gender
The total number of 58 respondents was made up of 44 females
(75.86%) and 14 males (24.14%).

Table 1. The Number and Percentage of Respondents Categorized by Gender

Gender

Number of Respondents

Percentage

Female

44

75.86

Male

14

24.14

Total

58

100

4.1.2

Field of Study
The total number of respondents was made up of 21 students (36.21%)

from the science field, 19 students (32.76%) from the mathematics field and
18 students (31.03%) from the language field. Table 2 shows that the amount
of respondents among 3 fields of study was similar.

13

Table 2. The Number and Percentage of Respondents Categorized by Field of Study

4.2

Field of study

Number of Respondents

Percentage

Science

21

36.21

Mathematics

19

32.76

Language

18

31.03

Total

58

100

TIME SPENT ON FACEBOOK

4.2.1

Hours Using Facebook in a Week

Table 3 shows that the majority of respondents (31.03%, n=18) spent

6-10 hours per week, followed by those who spent 11-15 hours (20.69%, n=12), while
only 2 respondents (3.45%) spent 26-30 hours per week.

Table 3. Distribution of Hours Spent on Facebook per Week

Hours

Number of Respondents

Percentage

1-5

15.52

6-10

18

31.03

11-15

12

20.69

16-20

12.07

21-25

10.34

26-30

3.45

More than 31 hours

6.90

Total

58

100

14

4.2.2 Hours Using Facebook in a Week in English

Table 4 shows that the majority of respondents (56.90%, n=33) spent
less than one hour per week communicating and exchanging information in English
on Facebook, followed by 15 respondents (25.86%) who spent 1-5 hours per week, 5
respondents (8.62%) who spent 6-10 hours, 3 respondents (5.17%), who spent 11-15
hours, and only 2 respondents (3.45%) who spent more than 16 hours a week.

Table 4. Distribution of Hours Spent Using Facebook in English per Week

Hours

Number of

Percentage

Respondents

4.3

Less than 1 hour

33

56.90

1-5

15

25.86

6-10

8.62

11-15

5.17

More than 16 hours

3.45

Total

58

100

SELF-RATING OPINIONS ON THE BENIFITS OF USING

FACEBOOK IN ENGLISH
4.3.1 The Respondents Opinions on the Impact of Facebook on English
This part was designed to have the respondents evaluate 5 statements
concerning using English on Facebook. Respondents were asked to rate each of the
statements with their level of agreement as strongly disagree, agree, medium,
disagree, and strongly disagree.
The results indicated that the respondents recognized Facebook
expands my vision and knowledge in English. For example, I receive useful links via
YouTube and news and information on Facebook, and useful news and information
on Facebook. ( x =4.19) as the main benefit of using English on Facebook, followed

15

by Facebook is convenient and cheap for communicating with foreign friends ( x

=3.53), Facebook gives me the opportunity to exchange information in English
regularly ( x =3.03), Facebook gives me the opportunity to use English in
communicating with foreign friends ( x =2.93), and Facebook helps me make more
foreign friends( x =2.64).
Table 5. The Respondents Opinions on the Benefits of Using Facebook in English
The benefits of
Strongly Disagree Medium Agree Strongly Mean Level of
using Facebook in disagree
agree
Agreement
English
1
5
2
3
4
1.Facebook helps
8
19
21
6
4
2.64 Medium
me make more
(13.79) (32.76) (36.21) (10.34) (6.90)
foreign friends.
2.Facebook gives
4
19
16
15
4
2.93 Medium
me the opportunity
(6.90) (32.76) (27.59) (25.86) (6.90)
to use English in
communicating
with foreign
friends.
3.Facebook gives
5
9
27
13
4
3.03 Medium
me the opportunity
(8.62) (15.52) (46.55) (22.41) (6.90)
to exchange
information in
English regularly.
4.Facebook is
3
7
16
20
12
3.53
Agree
convenient and
(5.17) (12.07) (27.59) (34.48) (20.69)
cheap for
communicating
with foreign
friends.
5.Facebook
3
5
0
28
22
4.19
Agree
expands my vision
(5.17) (8.62) (0.00) (48.28) (37.93)
and knowledge in
English. For
example, I receive
useful links via
Youtube and useful
news and
information on
Facebook.
23
59
80
82
46
3.27
Medium
(7.93) (20.34) (27.59) (28.28) (15.86)
Total

16

4.3.2

The Respondents Opinions on English Reading Skill Improvements

As can be seen from Table 6, the overall results of this part indicated

that most respondents agreed that Facebook has an impact on their English reading
skill ( x =3.42).
Specifically, most respondents agreed that Facebook makes me
realize that my reading skill needs to be improved ( x =3.62), followed by Facebook
increases the chance to read English ( x =3.55), Facebook familiarizes me with
reading English ( x =3.41), and Facebook helps me improve my reading technique
( x =3.31). However, they agreed that Facebook makes me read faster with better
understanding ( x =3.19) the least.
Table 6. The Respondents Opinions on the Impact of Facebook on Their English
Reading Skill
Opinions about
reading skill
1. Facebook increases
the chance to read
English.

StronglyDisagreeMedium Agree Strongly Mean Level of

disagree
agree
Agreement
1
5
2
3
4
1
2
24
26
5
3.55
Agree
(1.72) (3.45) (41.38) (44.83) (8.62)

2.Facebook
familiarizes me
reading English.

1
8
21
(1.72) (13.79) (36.21)

22
6
(37.93) (10.34)

3.41

Agree

3.Facebook makes me
realize that my reading
skill needs to be
improved.
4.Facebook helps me
improve my reading
technique.
5.Facebook makes me
read better faster with
better understanding.

1
6
20
(1.72) (10.34) (34.48)

18
13
(31.03) (22.41)

3.62

Agree

1
9
26
(1.72) (15.52) (44.83)

15
7
(25.86) (12.07)

3.31

Medium

2
8
28
(3.45) (13.79) (48.28)

17
(29.31)

3
(5.17)

3.19

Medium

6
33
119
(2.07) (11.38) (41.03)

98
34
(33.79) (11.72)

3.42

Agree

Total

17

4.3.3 The Respondents Opinions on English Writing Skill Improvement

As can be seen from Table7, the overall result of this part indicated that
the respondents level of agreement for the impact of Facebook on English writing
skill was medium ( x =3.15).
Specifically, most respondents agreed that Facebook makes me
realize that my writing needs to be improved ( x =3.60), followed by Facebook
familiarizes me with writing English ( x =3.31), Facebook increases the chance to
write English ( x = 3.28) and Facebook helps improve my writing to be more
effective in communication ( x =3.10). However, the respondents level of agreement
was low for Facebook helps me use English grammar correctly when I write ( x
=2.45).
Table 7. The Respondents Opinions About the Impact of Facebook on Their
English Writing Skill

Opinions about
writing skill
1.Facebook increases
the chance to write
English.

Strongly Disagree Medium Agree Strongly Mean Level of

disagree
agree
Agreement
1
5
2
3
4
0
13
19
23
3
3.28
Medium
(0.00) (22.41) (32.76) (39.66) (5.17)

2.Facebook familiarizes
1
me with writing
(1.72)
English.
3.Facebook helps me
7
use English grammar
(12.07)
correctly when I write.
4.Facebook makes me
0
realize that my writing
(0.00)
needs to be improved.
5.Facebook helps
2
improve my writing to be (3.45)
more effective in
communication.
Total
10
(3.45)

10
(17.24)

23
18
6
(39.66) (31.03) (10.34)

3.31

23
(39.66)

24
(41.38)

2.45 Disagree

9
(15.52)

18
18
13
(31.03) (31.03) (22.41)

3.60

Agree

11
(18.97)

25
19
(43.10) (32.76)

1
(1.72)

3.10

Medium

66
(22.76)

109
81
(37.59) (27.93)

24
(8.28)

3.15

Medium

3
(5.17)

1
(1.72)

Medium

18

4.3.4 The Respondents Opinions on the Impact of Using Facebook on

English Language Learning Motivation
As can be seen from Table 8, the overall result of this part indicated
that most respondents level of agreement were medium for the impact of using
Facebook on English language learning motivation ( x =3.33).
Most respondents agreed that Facebook encourages English learning
outside the classroom (for example, I search for more knowledge by myself; I ask
questions when I dont know) ( x =3.50), followed by Facebook makes me
understand the benefits of learning English for real life usage ( x =3.34), Facebook
motivates me to learn more English ( x =3.33), and Facebook helps me visualize the
aim of my English learning more clearly ( x =3.14).

Table 8. The Respondents Opinion on English Language Learning Motivation

Opinions on English
learning motivation
1.Facebook makes me
understand the benefits
of learning English for
real life usage.
2.Facebook motivates
me to learn more
English.
3.Facebook encourages
English learning outside
the classroom (for
example, I search for
more knowledge by
myself; I ask questions
when I dont know).
4.Facebook helps me
visualize the aim of my
English learning more
clearly.
Total

Strongly Disagree Medium Agree Strongly Mean Level of

disagree
agree
agreement
1
5
2
3
4
1
8
26
16
7
3.34 Medium
(1.72) (13.79) (44.83) (27.59) (12.07)

1
13
21
12
11
(1.72) (22.41) (36.21) (20.69) (18.97)

3.33

Medium

1
8
18
23
8
(1.72) (13.79) (31.03) (39.66) (13.79)

3.50

Agree

1
15
22
15
(1.72) (25.86) (37.93) (25.86)

3.14

Medium

5
(8.62)

4
44
87
66
31
(1.72) (18.97) (37.50) (28.45) (13.36)

3.33 Medium

19

4.4

SELF-RATING EVALUATION OF REASONS FOR USING ENGLISH

ON FACEBOOK

This part provides data concerning the factors that influence the respondents to
use English on Facebook.
Table 9 shows that most respondents ranked the statements concerning the reasons for
using English on Facebook from high to low in the following order: I want to share
stories, pieces of information, video clips, news and any other media in English with
my friends ( x =3.34), followed by English language makes my Facebook look cool,
modern and international ( x =3.14), I want to practice the English words and
structure that I have learned ( x =3.07), I want to use English words that can better
convey my feeling ( x =3.00), and I have foreign friends in my Facebook ( x
=2.45).

Table 9. Reasons for Using English on Facebook

Statements of opinion

1. I have foreign friends in

my Facebook.
2. I want to share
stories,pieces of information,
video clips, news and any
other media in English with
my friends.
3. English language makes
my Facebook look cool,
modern and international.
4. I want to practice the
English words and structure
that I have learned.
5. I want to use English
words that can better convey
my meaning.

1
The
least

2
3
4
Little Average High

5
Highest

Mean

Rank

28

13

2.45

11

10

15

15

3.34

10

15

12

12

3.14

14

15

12

10

3.07

17

11

3.00

15

20

4.5

OVERALL OPINIONS OF STUDENTS CLASSIFIED BY DIFFERENT

AMOUNTS OF TIME SPENT ON FACEBOOK AND FIELDS OF STUDY

Table 10. ANOVA test to Compare Opinions on English Language Learning
Motivation Classified by Time Spent on Facebook per Week

Hours
Number
0-10
27
11-20
19
More than 21
12

Mean
3.31
3.20
3.56

S.D.
.19
.19
.23

F
.616

Sig.
.544

Table 10 presents analysis of variance to compare students with different

amounts of time spent on Facebook and opinions on the impact of Facebook on
English language learning motivation. The results show that there are no differences
in opinion on language learning motivation between students with different amounts
of time spent on Facebook. (Sig.>0.05)

Table 11. ANOVA test to Compare Opinions on the Impact of Facebook on English
language Learning Motivation Classified by Fields of Study

Fields of Study
Science
Mathematic
Language

Number
21
19
18

Mean
3.20
2.92
3.90

S.D.
.22
.17
.15

F
7.254*

Sig.
.002

From Table 11, after conducting an F-test to compare the fields of study and
the opinions on the impact of Facebook on English language learning motivation, a
significant difference was found. Therefore, the results indicate that students with
different fields of study have different opinions on the impact of Facebook on English
language learning motivation. (Sig. <0.05)

21

Since the significance was found, LSD (Least Significant Difference) was
used in order to find out the different pair among the three of them.

Table 12. Multiple Comparison Test to Compare between Fields of Study and
English Language Learning Motivations Opinions

Fields of Study
Science
Mathematics
Language

Mean
3.20
2.92
3.90

Science
3.20
.2813
.7004*

Fields of Study
Mathematics
2.92
.2813
.9817*

Language
3.90
.7004*
.9817*
-

The result indicates that significant difference of students opinion on

language learning motivation was found between students from the Language field
with students from the Science and Mathematics fields (Sig.> 0.05). However, there is
no significant difference of students opinion when comparing students from the
Mathematics and Science fields.

22

Table 13. ANOVA test to Compare Students Opinions on the Overall Impact of
Facebook Classified by Time Spent on Facebook

13.1 Benefits of Using English in Facebook

Hours
Number
Mean
0-10
27
3.13
11-20
19
3.28
More than 21
12
3.55

S.D.
.17
.16
.16

F
1.265

Sig.
.290

13.2 Reading Skills Improvement

Hours
Number
0-10
27
11-20
19
More than 21
12

Mean
3.44
3.27
3.60

S.D.
.15
.16
.18

F
.756

Sig.
.474

13.3 Writing Skills Improvement

Hours
Number
0-10
27
11-20
19
More than 21
12

Mean
3.18
3.02
3.28

S.D.
.14
.15
.18

F
.589

Sig.
.558

Table 13.1, 13.2, 13.3 shows that students who spend different amounts of
time one Facebook do not have different opinions on the overall impact of Facebook
which are (1) the benefits of Facebook, (2) writing skill improvement, and (3) reading
skill improvement(Sig.>0.05).

23

Table 14. ANOVA test to Compare Students Opinions on the Impact of Facebook
Classified by Fields of Study

14.1 Benefits of Using Facebook

Fields of Study
Number
Science
21
Mathematic
19
Language
18

Mean
3.11
2.84
3.89

S.D.
.17
.14
.12

F
12.837

Sig.
.000

Sig.
.000

14.2 Reading Skill Improvement

Fields of Study
Number
Science
21
Mathematic
19
Language
18

Mean
3.27
3.04
3.99

S.D.
.18
.10
.11

F
11.833

14.3 Writing Skills Improvement

Fields of Study
Number
Science
21
Mathematic
19
Language
18

Mean
3.03
2.81
3.64

S.D.
.14
.15
.10

F
9.828

Sig.
.000

Table 14 shows that when F-test was used, a significant difference was found
between students fields of study and the overall impact of Facebook which are (1)
benefits of using Facebook in English, (2) reading skill improvement, and (3) writing
skill improvement ( Sig.<0.05).

Since a significant difference was found, LSD (Least Significant Difference)

was used to do Multiple comparison in order to find out the different pair among three
of them.

24

Table 15. Multiple Comparison Test to Compare Between Fields of Study and
Opinions on Benefits of Using Facebook in English

Fields of Study
Science
Mathematics
Language

Mean
3.11
2.84
3.89

Science
3.11
.2722
.7746*

Fields of Study
Mathematics Language
2.84
3.89
.2722
.7746*
1.0468*
1.0468*
-

Table 15 shows that opinions on benefits of using Facebook in English

from students from the Language field are significantly different from those from the
Science field. Also, opinions of students from the Language field are significantly
different from those of the Mathematics field. However, there is no significant
difference between opinions of students from the Mathematics and Science fields.

Table 16. Multiple Comparison Test to Compare Between Fields of Study and
Opinions on Reading Skill Improvement

Fields of Study
Science
Mathematics
Language

Mean
3.27
3.04
3.99

Science
3.27
.2246
7222*

Fields of Study
Mathematics
3.04
.2246
.9468*

Language
3.99
.7222*
.9468*
-

Table 16 shows that opinions on reading skill improvement of students from

Language field are significantly different from those from Science field. Also,
opinions of students from Language field are significantly different from those from
the Mathematics field. However, there is no significant difference between the
opinions of students from the Mathematics and Science fields.

25

Table 17. Multiple Comparison Test to Compare Between Fields of Study and
Writing Skill Improvement

Fields of Study
Science
Mathematics
Language

Mean
3.03
2.81
3.64

Science
3.03
.2180
.6159*

Fields of Study
Mathematics
2.81
.2180
8339*

Language
3.64
.6159*
.8339*
-

Table 17 shows that opinions on writing skill improvement of students from

the Language field are significantly different from those from the Science field. Also,
opinions of students from the Language field are significantly different from those
from the Mathematics field. However, there is no significant difference between
opinions of students from the Mathematics and Science fields.

4.5

RESULTS OF THE OPEN-ENDED QUESTION

The last part of the questionnaire was an open-ended question asking the

respondents to give some suggestions concerning the impact of Facebook on their

English reading and writing skill improvement. Although most respondents did not
give a response to this question, some suggestions given can be categorized into 3
groups from the learners points of view: self-recognition of English language
learning, English language learning motivation, and benefits of using Facebook in
English.

(1) Suggestions concerning self-recognition of English language learning are:

I have learned some new English words
I have seen some people using incorrect English
I feel that I am now better at English

26

(2) Suggestions concerning English learning motivation are:

I want to be understood by foreigners (so I used English)
Some things are better to be expressed in English.
Because (Thai) friends sometimes use English, I have to answer in
English
I feel cool when I update my status in English. (So I use English)

(3) Suggestions concerning benefits of using Facebook in English are:

We can practice English
I think I have read more English since I started using Facebook.
English can help me make foreign friends

CHAPTER FIVE
CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS

This chapter presents (1) a summary of the study, (2) a summary of the
findings, (3) discussion (4) conclusion and (5) recommendations for further research.

5.1

SUMMARY OF THE STUDY

This section summarizes the study of students opinions on the impact of using

Facebook on English reading and writing skill improvement.

5.1.1 Objective of the Study

The main objective of this study was to investigate the subjects
opinions of the impact of using Facebook to improve their English reading and
writing skill.

5.1.2 Subjects, Materials, and Procedures

The subjects of this study were 58 Matthayom 6 students (Grade 12) at
Praharuthai Nonthaburi School. The material used was a 10 item self-administered
questionnaire comprising of 5 parts: demographic data, time spent on Facebook, 5
point Likert scale rating opinions of the impact on English reading and writing skill
improvement and learning motivation, reasons for using English on Facebook, and an
open-ended question to gain further comments and suggestions from the subject. The
data obtained were analyzed using the SPSS program.

5.2

SUMMARY OF THE FINDINGS

The results of the study can be summarized as follows:

5.2.1 Time Spent on Facebook

The majority of the respondents (29.32%, n=17) spent between 6-10
hours per week on Facebook, followed closely by those who spent 11-15 hours per

28

week (22.41%, n=13). However, in terms of using English on Facebook, most

respondents (56.90%, n=33) spent less than an hour per week.

5.2.2 Opinions on Impact of Facebook on Reading and Writing Skill

Improvement
Overall, most respondents acknowledged the impact of using Facebook
on English reading skill improvement. However, the respondents level of agreement
on the impact of using Facebook on English writing skill was medium. It may be
inferred that English was usually used more in reading than in writing. Also, this
could mean that the respondents feel that Facebook had more impact on their English
reading skill than writing skill.

5.2.3 Opinions on the Reasons for Using Facebook in English (Table 9)

The results showed that most respondents use English because they
want to share stories, pieces of information, video clips, and English media with
friends. This could either be inferred that since those messages are in English, they
have to use English. This result points out that Facebook increases the chance of
exposure to English language. In addition, it is interesting to see that to communicate
with foreign friends in Facebook was the last reason for using English, which can be
inferred that most Thai students use English language with other Thai people. In other
words, they seemed to use English as one of the languages in their virtual community
lives.

5.2.4 Opinions on Impact of Facebook on the Language Learning

Motivation (Table 8)
The results showed that the majority of respondents level of
agreement was medium for the impact of Facebook on English language learning
motivation. Nevertheless, most respondents agreed that Facebook encourages their
English learning outside the classroom. In other words, this means that although
Facebook does not directly motivate them to study English in the classroom, students
are encouraged to learn more purposefully outside the classroom about what they
want to know. The open-ended question also indicated that friends who communicate

29

in English influenced them to use English. Moreover, students who are looking for
foreign friends on Facebook tend to use English, resulting in using more English.
Additionally, they sometimes find incorrect use of English which activates their
editing skill. This may result in language skill improvement.

5.2.5 The Correlation Between Time Spent on Facebook and Opinions

on the Impact of Facebook on English Language Learning Motivation (Table 10)
The result indicated that different amounts of time spent on Facebook had no
impact on students opinions on the motivation to learn English language.

5.2.6 The Correlation Between Time Spent on Facebook and Opinions on

Overall Impact of Facebook (Table 13)
The result indicated that different amounts of time spent on Facebook had no
impact on students opinions on the overall impact of Facebook which are (1) benefits
of using English on Facebook, (2) reading skill improvement, and (3) writing skill
improvement.
5.2.7 The Correlation Between Students Fields of Study and Opinions on
the Impact of Facebook on English Language Learning Motivation (Table 11,
Table 12)
The result indicated that differences in students fields of study had an impact
on students opinions on the impact of Facebook on English language learning
motivation. Opinions of students from the Language field were significantly different
from those from the Science and Mathematics fields. However, there was no
significant difference found when comparing the opinions of those from the Science
field with to those from the Mathematics field.
5.2.8 The Correlation Between Students Fields of Study and Opinions on
Overall Impact of Facebook (Table 14, 15)
The result indicated that differences in students fields of study had an impact
on students opinions on the overall impact of Facebook which are (1) benefits of
using English, (2) reading skill improvement, and (3) writing skill improvement.

30

Opinions of students from the Language field were significantly different from those
from the Science and Mathematics field. However, there was no significant difference
comparing the opinions of those from the Science field with to those from the
Mathematics field.

5.2.9

Hypothesis
Hypothesis 1: Using Facebook helps students improve their

English reading and writing skill.

The findings of this study indicated that students think that Facebook helps
them improve their English reading skill but not their writing skill. Although students
agreed that Facebook assists in improving their reading skill ( x =3.42), their levels of
agreement for its impact in improving writing skill improvement were medium ( x
=3.15). Since the overall level of opinions between reading and writing skill
improvement was medium ( x =3.29), the hypothesis was rejected (see table 6, 7).

Hypothesis 2: Facebook motivates students to learn English.

The findings of this study indicated that students are skeptical about the
impact of Facebook on English language learning motivation ( x =3.33). The
hypothesis was rejected (see Table 8).

5.3

DISCUSSION

This section concerns the correlations of the findings and the theories
discussed in this study.

5.3.1

Benefits From Using Facebook Concerning English Language

Learning
The responses from students show that most subjects use Facebook because of
the engagement of virtual community rather than to improve their English language.
Although learning English is not their priority, using Facebook in English increases
their chances to be more involved in an English communication environment.

31

However, their reasons for using English in Facebook are not to communicate
with foreign friends but to respond to their preference at a particular time in passing
and exchanging English media with their Thai friends. Therefore, students are
engaged in English language with and without realizing it. In addition, the findings
indicated that most students agreed that their chances for reading English on
Facebook have been increased. From the answers in the open-ended question, it can
be seen that self-recognition of learning English has been proven clearly. This idea
supports the idea of Black (2009) who suggested that English language learners can
develop language skills when they engage in internet-mediated communication.

Therefore, the exposure to the English language on Facebook is an unusual

opportunity for Thai students as they are rarely exposed to it in their physical
communities. Black (2009) claimed that English language learners can acquire
English through participating modern media, enhancing opportunities in developing
language skill, a practical version of the theory of Ellis (1997) that being in the
English language surroundings is superior for English learning skill development.

5.3.2 Impact of Facebook on Reading and Writing Skill Improvement

The improvement of reading skill was acknowledged. In detail, most students
recognized their deficiency in reading skill. Interestingly, even though writing skill
improvement was found to be less significant from their opinion, most students also
recognized their deficiency in writing skill. In conclusion, Facebook provides the
chance to practice both reading and writing in English, which has brought them to
realize their level of English ability. They have experienced good or better use of
English from friends. This conclusion supported the studies of Schmidt (1990) and
Long (1990) which claimed that awareness or consciousness plays a role in learning
language. They also pointed out that students can learn to improve their language
ability when they start to realize the mistakes they made. In conclusion, after using
Facebook , students realized that they wanted to improve their reading and writing
skill, which means they are learning and beginning to improve their English language.

32

Nevertheless, the improvement in writing skill was found to be less significant

comparing to their reading skill. This could mean that most students spend more time
reading than writing on Facebook and it was not necessary to write English since they
do not have much foreign friends or the need to write anything in English.
5.3.3 Impact of Facebook on Students Motivation and English
Language learning Opportunity
One obvious nature of the virtual community existing in Facebook
which is beneficial to students is the chance to be in an English community. Students
agreed that they became familiar with English readings. They also agreed that
Facebook makes them aware of their reading deficiency and the need for
improvement. This means that they recognized the use of Facebook that increases
their chances for using English. Self recognition for need of English skill
improvement was increased by the use of Facebook. Furthermore, responses to the
open-ended question suggested that students have learned new words, have
recognized their ability to edit the mistakes of others, and have noticed their increased
chances to read and write English. This conclusion supports the idea of second
language learning motivation claimed by Gardner (2007, p. 11) that individuals have
the intention to learn when the opportunity comes. It can be inferred that students
have intrinsic motivation to learn English because Facebook offers the chances to be
engaged in an English language community.

5.3.4

Impact of Facebook on Self-Recognition of English Grammar

Learning
Although most students agreed with the increase of chances to be
familiar with English and recognized their defects that are needed to be improved,
they hardly agreed with the idea that Facebook helps them write English grammar
correctly. This section of questionnaire was rated with the least mean score. This
could be because the lack of awareness in second language learning and also it could
be because majority of students spend less than one hour a week in English on
Facebook. This conclusion supports Long (1990) who suggested that even though
consciousness of the learners is a part of learning language, the learners still need to

33

have awareness and attention to learn language by themselves. It could be inferred

that students improve little grammar structure in their writing because the lack of time
spending in English and the lack of attention to learn. This finding also supports the
study of Krashen (2002, p. 103) which stated that simple freely flow conversation
often fails to benefit second language learning process since the learners can hardly
understand them. Students do not have enough knowledge of English grammar to
recognize the mistake, resulting in failing to learn by themselves.

5.3.5 Impact of Facebook on English Language Learning Motivation

Students are found to be motivated to learn more outside the classroom
by the impact of using Facebook. In accordance with Gardner (2007), motivation was
highly influenced by integrativeness and attitude toward the learning situation, which
means that the virtual community to which students connected interest them to learn
more about its cultures and contents, resulting in acquiring more knowledge.
Therefore, students are motivated to learn English language in order to be a better
communicator in Facebook.

5.3.6 Time Spent on Facebook and the Impact on Learning English

Since the results suggest that the amount of time spent on Facebook
does not correlate with students opinion on English language improvement. It can be
inferred that not only the increase of time spent in English that will better students
language skill, but it also requires motivation, consciousness and second language
learning environments altogether that will be beneficial to the learner of second
language.
5.3.7 Students Fields of Study and Their Opinion on the Impact of
Facebook on English Language Improvement
The results show that students from Language field have higher
interest in English language learning comparing to students from Science and
Mathematics field. This significance can be inferred that students from Language field
have more awareness in English language learning. Because they have more
experience in learning second language learning than the others, students from

34

Language field is leading to their higher degree of language learning awareness and
consciousness, and also, language learning motivation.

5.4

CONCLUSIONS

The overall result clearly shows that students agreed that the reading skill was
improved from the impact of Facebook; however, they neither agreed nor disagreed
with the impact of Facebook on writing skill improvement, benefits of using
Facebook in English, and English language learning motivation.

The amount of time spent on Facebook has no correlation with students

opinions on the impact of Facebook in language learning skill improvement. However,
students field of study has an influence on the opinion. The results indicate that
students from Language field are highly motivated. They are also positive about
language skill improvement through the use of Facebook. Although students from
Science field and language field are not well aware of this, Facebook could be used
practically to help students learn English by enhancing their motivation.

The researcher has noticed the increase of the use of English among Thais
students on Facebook. While most students use Thai as the main language, some use
English regularly without having foreign friend. One student confirmed her reason of
using English as practicing English. It is interesting that despite the lack of explicit
teaching process, students using English on Facebook feel that they needed to
improve their English. As a school teacher, the researcher sees that Facebook can be
more than a communication tool; it can also be used to motivate students in learning
English. Students who have little chances of connecting with English environment can
use Facebook as a channel in connection with the English users as well as the learner
of English language.

35

5.5

RECOMMENDATIONS FOR FURTHER RESEARCH

Since this study was restricted by time, it is recommended that further research
should be conducted as an action research or a long term case study in order to gain
the in-depth information. Observation and experiment should be emphasized for a
more precise result. The amount of the sample as well as the variety of samples
demographic background should be considered. Also, a research focusing on the non
motivated groups should be interesting. To find out the radical problem of motivation
lacking among Science and Mathematics students could be helpful in encouraging
their learning motivation in second language.

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APPENDIX A
Questionnaire (English Version)

Students Opinions on the Impact of Using Facebook on English Reading and

Writing Skill Improvement
This survey is a part of an independent study, the research project required for
completing a Master of Arts in English for Careers, Language Institute, Thammasat
University. The aim of this study is to investigate Praharuthai Nonthaburi Mathayom
6 students opinions on the impact of using Facebook on the improvement of English
reading and writing skills.
The information obtained from this survey will be kept confidential and only
be used for academic purposes. Please read and answer the questions carefully. Thank
you for your kind cooperation.

Part 1: Personal information

Please put in the bracket in front of the right answer. Please give the answer
in the space provided.
1. Sex

( ) Male

2. Program of study

( ) Female
( ) Sciences ( ) Mathematics ( ) Languages

Part 2: The average time spent on Facebook

3. On average, how much time do you spend on Facebook per week?
_________________ hour
4. In the amount above, how much time do you use English ( both
reading and writing in English) for communicating and exchanging
information on Facebook?
( ) Less than 1 hour
( )__________ hour ( Please give the amount of hour)
Part3 Information concerning the impact of Facebook on English language
improvement

39

Which of these levels of agreement best describe your opinion towards each
statement?
Please put in the box that best indicates your level of agreement.
5. Opinions on the benefits from using English on Facebook

5.1

The benefits of using Facebook in

English
Facebook helps me make more
foreign friends

5.2

Facebook gives me chances to use

English in communicating with
foreign friends

5.3

Facebook gives me chances to

exchange information in English
regularly

5.4

Facebook is convenient and cheap

for communicating with foreign
friends

5.5

Facebook expands my vision and

knowledge in English. For example,
I receive useful links via Youtube
and useful news and information on
Facebook.

Strongly
disagree
1

Disagree Medium
2

Agree
4

Strongly
agree
5

6. Opinions on the impact of Facebook on English reading skill

Opinions about reading skill
6.1

Facebook increases the chance to

read English

6.2

Facebook familiarizes me with

reading English

6.3

Facebook makes me realize that my

reading skill needs to be improved

6.4

Facebook helps me improve my

reading technique

6.5

Facebook makes me read faster with

better understanding.

Strongly
disagree
1

Disagree

Medium

Agree

Strongly
agree
5

40

7. Opinions on the impact of Facebook on English writing skill

Opinion about writing skill
7.1

Facebook increases the chance to

write English.

7.2

Facebook familiarizes me with

writing English.

7.3

Facebook helps me use English

grammar correctly when I write.

7.4

Facebook makes me realize that my

writing needs to be improved.

7.5

Facebook helps improve my writing

to be more effective in
communication.

Strongly Disagree
disagree
1
2

Medium
3

Agree
4

Strongly
agree
5

8. Opinions on the impact of Facebook on English language learning motivation

8.1

Opinions on motivation in learning

English
Facebook makes me understand the
benefit of learning English for real life
usage.

8.2

Facebook motivates me to learn more

English.

8.3

Facebook encourages English learning

outside the classroom (For example, I
search for more knowledge by myself;
I ask questions when I dont know).

8.4

Facebook helps me visualize the aim

of my English learning more clearly.

Strongly
disagree
1

Disagree Medium
2

Agree
4

Strongly
agree
5

41

Part 4: Information concerning reasons for using English on Facebook.

9. Why do you use English language as a medium in communicating on

Facebook?
Please rank your reasons by rating number 1-5 for the answers below.
In the bracket in front of the answers, please rate your clearest reason as 5 .
Please rate your weakest reason as 1.
You use English language on Facebook because
.
( )
(

I have foreign friends in my Facebook

) I want to share stories, pieces of information, video clips, news and any
other media that appear in English with my friends.

) English language makes my Facebook look cool, modern and

international.

) I want to practice the English words and structure that I have learned.

) I want to use English words that can better convey my feeling.

Part 5: An open-ended question

10. Please give some suggestion concerning the impact of using Facebook on the
English reading and writing skill improvement that you may have experienced.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________________
Thank you for your kind cooperation

APPENDIX B

Questionnaire (Thai Version)

(English for Careers)
6

1

1. ( ) ( )
2. ( ) ( ) - ( ) -
2
3.
_______________
4.

()
(
) 1
(
) ___________ ()
3

43

5.

5.1
5.2

5.3
5.4

5.5

Link
Youtube,

6.

6.1
6.2
6.3
6.4
6.5

44

7.

7.1
7.2
7.3
7.4

7.5

8.

8.1
8.2
8.3

8.4

(
)

45

4
9.

1-5
5 4-3-2 1

.
( )
( )
( )
( )
( )
5:
10.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________________