Facebook- Assisted Communication in EFL Learning: A Case Study of UHD Students of English


  • Sahima Abdulsalam Bdaiwi Department of English, College of Language, University of Human Development, Sulaymaniyah, Kurdistan Region, Iraq http://orcid.org/0000-0003-4172-8869




component, Social networks, Facebook, Language learning, communication skills


this research paper investigates the influences of social networks on the improvement of communication skills among EFL learners. The paper considers the new forms of social networks like Facebook and Skype as new effective mediums for the process of Language Learning that help EFL learners to improve their communication capacity. Since, social networks take a major part in our daily life, and play a crucial role in our development in term of knowledge and information; therefore, they can be integrated and involved in the process of Language Learning because they can provide a better environment and interaction between teachers and learners compared to the traditional classes. So, learners in social network-assisted language learning will be able to accelerate and improve their abilities in term of listening, speaking, and writing skills. Thus, the focus of this paper will be on Facebook as a popular social network that can improve communication skills among EFL learners. To theorize this argument, an experimental study was conducted with the participation of 40 freshmen from University of Human Development in KRG who were taking conversation class in the department of English Language. The students were divided into for two different groups; group A (20 students) as the experimental group, and group B (20 students) as the control group. The investigation consisted of three months of study and observation with two different tests. First of all, an entrance test was conducted for the two groups from the very beginning of the language course to measure the students’ communication skills before their entrance in the course. Then, the two groups were allowed to participate in two different English Language courses; a traditional English Language course inside class for the control group, and a Facebook-assisted English language course for the experimental group. At the end of the language courses, a post-test was conducted to measure the amount of improvement the students made in their communication skills during the three-month language course. The results showed significant improvement in the communication capacity of the students who participated in the Facebook-assisted English language course, while little improvement observed among the students who participated in the traditional English Language course.


A. Drakhshan and S. Hasanabbasi, “Social Networks for Language Learning”, Theory and Practice in Language Studies, vol. 5, no. 5, pp. 1090-1095, 2015.
B. Al-Sofi, “The Impact of Online Communication on Learning English: A Case Study of Saudi EFL Learners”. International Journal of Applied Linguistics and English Literature ,vol. 5, no. 4, 2016.
J. Keaten, L. Kelly and C. Finch, “Effectiveness of the Penn State Program in Changing Beliefs Associated with Reticence.”, Communication Education, vol. 49, no. 2, pp.134–145,2000.
J. Roberts, “The Communicative Approach to Language Teaching: The King is dead! Long live the King!”, International Journal of English Studies, vol. 4, no.1, pp. 1-37, 2004.
L. Chen, “The research on the effects of computer-assisted language learning on English teaching”, .2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet) Yichang ,pp.3631-3633,2012.
L. Wang, Y. Qian, M. Scott, G. Chen, and F. K. Soong, Computer-Assisted Audiovisual Language Learning. Computer,vol.45, no. 6. pp 38-47 , 2012.
M. Levy, “Technologies in Use for Second Language Learning”. The Modern Language Journal, 93, Focus Issue , pp.769-782, 2009.
M. Liu, Reticence, anxiety and performance of Chinese university students in oral English lessons and tests. Ph.D. Thesis, The Chinese University of Hong Kong, 2005.
M. Taylor, Action Research in Workplace Education: A Handbook for Literacy Instructors. Human Resources Development Canada, Hull (Quebec), 2002.
Nan, Zhou. “Communication Research in the EFL Context: Challenges and Directions”. Mediterranean Journal of Social Sciences. Vol. 4 (1) January 2013.
N. Kroonenberg, “Developing Communicative and Thinking Skills Via e mail”. TESOL J , vol. 4, no. 2, pp. 24-27, 1995.
N. Liu and ,W. Littlewood, “Why do Many Students Appear Reluctant to Participate in Classroom Learning Discourse?”, System, vol. 25, no.3, pp.371-384, 1997.
S. Krashen, Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.,1981.
S. Monica- Ariana and P. Anamaria-Mirabela, “The Impact of Social Media on Vocabulary Learning Case Study- Facebook”, Annals of the University of Oradea, Economic Science Series, vol.23, no. 2, pp.120-130, 2014.
Social Networking Fact Sheet, December 2013, Paw Research Internet Project, 130 State of the media: The social media report 2009, Featured Insights, Global, Media+Entertainment. Nielsen.social-media-report-2012. html retrieved 17.03.2014.
T. Ahlqvist, A. Bäck, M. Halonen and S. Heinonen, (2008). Social media roadmaps exploring the futures triggered by social media, VTT Tiedotteita - Valtion Teknillinen Tutkimuskeskus (2454): 13. www.vtt.fi/inf/pdf/tiedotteet/2008/T2454.pdf retrieved. 20.03. 2014.