Pauleen Angeli Baloyo, MAEd English Student

Research Methodology

Dr. Vicky C. Mergal

Article Critique

Article Reviewed: Sirivedin, P., Soopunyo, W., Srisuantang, S., & Wongsothorn, A. (2018).

“Effects of Facebook usage on English learning behavior of Thai English teachers.”

Kasetsart Journal of Social Science​ 39 (2018) 183-189.

Thai teachers have had the burden of teaching English despite having some problems

regarding their knowledge, teaching skills, and skills in daily English usage, which were caused

by a lack of training budgets, resources in language learning, and information. Therefore, the

researchers wanted to create a well-designed language learning approach to enhance

English-instruction development. Although the research problem was stated, the article lacked

more evidence as to why Thai teachers are not equipped to deliver English instruction

effectively.

In the article, “Effects of Facebook usage in English learning behavior of Thai English

teachers,” Phiyapa Sirivedin, Weerachat Soopunyo, Sunti Srisuantand, and Achara Wongsothorn

investigated the use of Facebook to enhance the effectiveness of English writing and learning

among English language teachers (2018). The researchers are qualified to conduct this research

as they are working in the Education departments of Kasetsart University, Chulalongkorn

University, and the Ministry of Education in Bangkok, Thailand.

 The researchers evaluated English language learning through Facebook design using the

results from data collected from 403 completed copies of a questionnaire. The questionnaire

obtained responses on the problems, needs, and suggestions of the respondents, who are Thai

teachers of English in 437 Bangkok Metropolitan Administration (BMA) schools. Seventeen

BMA teachers who expressed interest in using Facebook as a tool to enhance English language

learning were selected as test subjects and one facilitator was included. Using a t-test, the

researchers found that Facebook could significantly help improve writing skills––accuracy,

meaningfulness, clarity, and relevance, and it also effectively increase teachers’ English learning

attributes––fluency, confidence, satisfaction, value, and self-efficacy belief.

The authors discussed the advantages of using online social networks and how the

effective use of technology allows a free-learning, interactive environment regardless of time and

place. They focused more on using Facebook as a learning platform and its use as a powerful

tool for learning English and promoting learning attributes (Kajornboon, 2013). The article stated

that there has been no study on the use of Facebook as a channel for the development of English

language teachers in Thailand.

The authors have cited a number of relevant literature. Most of them (Lorsomrudee,

1999; Kanthawongs, Thanapongpan, & Boripun, 2011; Wattanawong, 2004; Kajornboon, 2013;

and Wongsathorn, 2010) are even Thai researchers who provided pertinent information through

their research. This shows that this problem has been going on for a while and Thai researchers

want it to be solved.
 The purpose of the article is made clear in the introduction. The research goal of the

article is to investigate the effect of Facebook to enhance effectiveness in English writing and

English learning attributes among English language learners. Research questions asked whether

Facebook effectively improves writing skills and enhances teachers’ learning attributes.

The researchers used mixed method consisting of qualitative and quantitive approaches in

this study. This is actually the best way to investigate this kind of study because it covers all

aspects needed to answer the research questions. The first step is the use of four hundred and

three completed copies of a questionnaire which consisted of the five principles (participants’

needs, freedom, and willingness; a relaxing environment; technology convenience; method

diversity; and motivation) for English learning through Facebook and a plan for learning

platform on Facebook. The next method is the qualitative experiment on the implementation of

the learning platform on facebook. Seventeen BMA teachers were selected to be involved in the

implement project. The facilitator and learning participants answered a pre-test to understand the

activities of the operation step. The experimental methods in this article were described

adequately.

Significant results were noted in the results of the study but there is a limitation to these

findings. During the survey step, out of 1,170 Thai teachers who teach English in 437 schools

under the Bangkok Metropolitan Administration, only 403 completed copies of the questionnaire

were collected. However, conducting the study to Thai teachers among 437 under the BMA

doesn’t limit the generalizability of these findings to the larger population.

 Regarding the results of writing skill improvement, most participants had less misspelt

and misused words and they also made complete sentences with better English grammar. They

also showed better performance after learning. They could choose the appropriate words that

conveyed the proper meaning.

The results of English learning attributes enhancement are divided into these variables:

fluency, confidence, satisfaction, self-efficacy belief, and value. Within the discussion for these

result findings, the authors included excerpts from the interviews interactions in their English

learning group chat on Facebook and these were effective evidence for data analysis. From the

interaction and interview excerpts presented in the article, it could be concluded that the learning

participants’ fluency, confidence, satisfaction, self-efficacy belief, and value of the method of

Facebook learning progressively developed toward the projects’ completion.

The researchers did an extensive survey and observation on the learning process Thai

teachers can have through online social networks such as Facebook. The findings of the study

revealed that Facebook had a positive effect on BMA English teachers’ English writing skills

and learning attributes (p.188). Language learning through Facebook design can be implemented

as long as these three key factors are taken into account: interaction due to ease and

effectiveness, diversity of Facebook’s features and participants, and correction or editing in an

atmosphere of goodwill or friendship. The researchers have explored this study thoroughly and

the results have been very accurate.

 References

Kajornboon, A. B. (2013). The effect of using social networking assisted interaction between

peer and teacher in English language learning. ​Foreign Language Teaching and Learning

Journal Third International Conference, 2 (​ 1), 611-619

Kanthawongs, P., Jiwajaroenchai, T., & Boripun, P. (2011). Groupthink in social networking

sites. ​Executive Journal, 31​ (1). 24-31

Lorsomrudee, U. (1999). ​Report of the summary of monitoring and evaluation of education

reform: 4th year anniversary of the promulgation of the National Education Act 2542​.

Bangkok, Thailand: Office of the Educational Council, Ministry of Education.

Wattanawong, S. (2004). ​Psychological training for adults. ​Bangkok, Thailand: Daansutha

Publishing Ltd.

Wongsathorn, A. (2010), The interface between language testing and assessment and English

classroom practices: What research says. ​International Journal of Educational

Leadership Preparation, 5​ (3), 1-9