PERCEIVED INFLUENCE OF FACEBOOK ON STUDENTS'

ENGLISH LANGUAGE PROFICIENCY

In Partial Fulfilment in the Subject

Practical Research 1

Members:

Dela Cruz, June Russell

Geocadin, Franklin

Ilagan, Charlie Cruz

Tabilla, Jhun Rey

Tanate, Faye Chrystelle

Tanate, Kent Lloyd

 Table of Contents

Contents Page No.

Chapter 1: Introduction 1

Background of the Study 1

Statement of the Problem 2

Scope and Delimitations 2

Significance of the Study 2

Chapter 2: Body 5

Review of Related Literature 5

Conceptual Framework 7

Theoretical Framework 7

Chapter 3: Research Design 9

Research Design 9

Respondent of the Study 10

Data Analysis and Gathering Procedure 10

Validity and Reliability 10

References 11
 Chapter 1

INTRODUCTION

Background of the Study

Facebook is one of the most prominent social media platforms around the world. It has

become essential to people's lives, especially among younger generations. Students use Facebook

for various purposes, such as socialization, entertainment, and staying updated on current affairs.

However, Facebook's influence on academic performance and language proficiency remains a

topic of debate. The primary objective of this research study is to investigate Facebook's

perceived effect on students' English language proficiency. This study will explore how students

use Facebook and how it affects their language skills.

Furthermore, the study will investigate how social media platforms like Facebook can be

utilized to promote language learning. In recent years, Facebook has become one of the dominant

forms of communication among students worldwide. As a result, there has been growing interest

in examining how much involvement in Facebook activities may affect student academic

performance, including their English language proficiency. This study aims to explore the

perceived influence of Facebook use on the English language proficiency of students in

secondary schools in Camangahan National High School School Year 2022-2023.

Statement of the Problem

Generally, this study aims to determine the influence of Facebook on English language

proficiency perceived by five Grade 12 students at Camangahan National High School School

Year 2022-2023. Specifically, this study sought to answer these questions:

1. What is the influence of Facebook on Students' English language proficiency?

2. What is the perceived Influence of Facebook on Students' English language proficiency?

3. How can Facebook be utilized to promote language learning?

Scope and Delimitations

This study aims to determine and evaluate the perceived influence of Facebook on

English language proficiency as perceived by students. This study is limited to the five Grade 12

Senior High School students of Camangahan National High School, Guimbal Iloilo S.Y 2022-

2023, who have Facebook exposure.

Also, this research will focus on determining the perceived influence. Researchers will

select the students through a purposive sampling technique. Participants will be assured that all

the information they provide will remain confidential.

Significance of the Study

This study will enlighten and provide information and valuable perception to:
 The School Faculty. The results of this study can be used as the basis for the school to

be aware of their students' utilization of Facebook. The students' perception is vital for enhancing

areas of English proficiency where the students need improvement. Also, if this study shows

positive results, Facebook could be used as a learning mode. In addition, based on the interaction

of variables, the school can determine what group uses Facebook the most.

The Students. This study could help students determine the nature of their Facebook

utilization and reflect on its influence on their academic performance, especially their English

language proficiency.

The Facebook users. This research can contribute to the knowledge of the current users

by creating awareness of the influence of Facebook on Student's academic performance,

specifically on English language proficiency.

The Facebook. With this study, Facebook would know its influence on students’

academic performances, specifically English language proficiency. This study will help them

strengthen their community guidelines to create a more student-friendly nature.

The Researchers. The researchers will help enhance their communication, socialization,

and strategic skills in dealing with the study's respondents. This study will be their preparation

and reference for the future.

The Future Researchers. The results of this study can be used as a guide for future

researchers if they prefer to focus their study on the influence of social media or any internet

platforms on students' study habits, especially on English language proficiency. This study can

give them ideas on where and how they plan and start their research to explore new ideas
relevant to the topic that can be very beneficial and contribute to the academic and society's

development.

Chapter 2

REVIEW OF RELATED LITERATURE

Review of Related Literature

This chapter reviews related literature on Facebook's perceived influence on students'

English language proficiency. It provides an overview of how social media, particularly

Facebook, plays a role in language learning and the factors affecting students' language

development.

Social media and language learning

Social media has become an essential tool for communication and information sharing

globally. With the widespread use of social media platforms, accessing and exchanging

information has become much easier, faster, and more efficient. As a result, social media has

become a popular medium for language learning, particularly for English language learners

(ELLs) (Younus et al., 2014; Guo et al., 2014).

Facebook and language learning

 Facebook is the most conventional social media platform globally, with over 2 billion

users. It has also become a prevalent tool for language learning because of its popularity and the

diverse language-learning resources it offers, such as videos, posts, messages, and groups. It

allows ELLs to interact with native and non-native speakers of English, which enhances their

exposure to the language (Nguyen & Walkinshaw, 2018).

Influence of Facebook on English language proficiency

Facebook and other social media platforms are said to have both positive and negative

impacts on English language proficiency. On the one hand, Facebook provides ELLs with

authentic language input and output because it exposes them to authentic communicative

contexts. It also enhances their linguistic and communicative competence, allowing them to

practice their writing, speaking, and reading skills in English. On the other hand, there are

negative impacts associated with social media use, such as the overreliance on social media for

language learning and the prevalence of everyday language use, such as slang, acronyms, and

emoticons (Lin et al., 2016).

Factors affecting the influence of Facebook on English Language proficiency

Several factors affect the influence of Facebook on ELLs' English language proficiency.

These include access to the internet and technological devices, attitude towards technology, age,

and social factors such as the level of the users' English language proficiency and proficiency in

using Facebook (Yunus et al., 2014).

Conceptual Framework

In this study, the conceptual model will determine the influence of Facebook on English

language proficiency from the research variables' conceptualization. The conceptual framework

is shown in Figure 1 below.

Figure 1: Paradigm of the Study

Vocabulary
Moderating Variables
Grade 12 learners Independent Variables Dependent
Influence of Variable
Facebook on
Grammar
the English Language
Length of Usage of Spelling Proficiency
Moderating Variables
Facebook
Independent Variables Dependent Variable
Expression

Theoretical Framework

The theoretical framework for understanding the perceived influence of Facebook on

student's English language proficiency can be explained through the following concepts:
 Social Cognitive Theory explains how individuals learn and develop behaviors through

observation, imitation, and modeling. In the context of Facebook, students may observe and

imitate the language used by their peers, which could both positively or negatively impact their

English language proficiency.

Technological determinism: This theory suggests that technology shapes and determines

social and cultural practices. In the context of Facebook, using this technology platform may

significantly impact students' language habits. For example, the prevalence of informal language

and shorthand such as "LOL" or "OMG" on Facebook may translate into their use in spoken and

written communication.

Linguistic Accommodation Theory: This theory explains how individuals adjust their

language use to fit the norms of their communication partners. On Facebook, students may

accommodate the language used by their peers, which may lead to positive or negative linguistic

changes.

Social Contextual Learning: This theory is based on learning as a social process within a

specific context. In the case of Facebook, the social context is the online platform, which offers

unique opportunities for language learning. These opportunities include exposure to authentic

language use, peer feedback, and peer support.

Digital Divide Theory: This theory highlights the inequalities in access to technology and

technological skills based on socioeconomic status. In the context of Facebook and language

proficiency, students from more privileged backgrounds may have greater access to online

resources. They may be in a more advantageous position for learning English.

 Overall, these theories suggest that Facebook can influence the perceived level of English

language proficiency among students in both positive and negative ways. The extent to which

this influence occurs will depend on various factors, including students' social and cultural

backgrounds, learning styles, and level of engagement with the online platform.

Chapter 3

RESEARCH DESIGN

Research Design

This chapter presents the research methodology used in the study, including the research

design, participants, instrumentation, and data analysis procedure. This study aims to determine

the perceived influence of Facebook on students' English language proficiency and identify the

factors that affect this perceived influence.

This study will use a descriptive research design to describe Facebook's perceived

influence on students' English language proficiency. The participants in this study will be five

Grade 12 Senior High School students enrolled at Camangahan National High School. The study

will use a survey instrument to collect data from the participants. The survey in this study will be

developed based on a literature review. The survey consisted of three sections. Section one

included questions about participants' demographic information, such as gender, age, and

section. Section two included questions about the participants' use of Facebook for English

language learning, such as frequency of use, activities engaged in, and perceived effectiveness.
Section three included questions about the participants' perceived influence of Facebook on their

English language proficiency. The questions in section three were measured on a five-point

Likert scale, where one will represent "strongly disagree" and five will represent "strongly

agree." The questions in section three will measure Facebook's perceived influence on students'

English language proficiency, including vocabulary, grammar, pronunciation, reading, writing,

and speaking.

Respondent of the Study

The participants in this study will be Grade 12 students enrolled in Camangahan

National High School. The sample size of five respondents was determined through judgment

and experience in evaluating the information. The participants were selected through purposive

sampling, where the strata were year level and gender. All participants will be informed of the

study's purpose and consent to participate.

Data Analysis and Gathering Procedure

The data collected from the survey will be analyzed using descriptive statistics, including

frequencies, percentages, means, and standard deviations, to determine Facebook's perceived

influence on students' English language proficiency based on demographic variables such as

gender, age, and level.

Validity and Reliability of Instrument

Validity relates to the appropriateness of the value, tools, techniques, and research

processes, including data collection and validation (Mohamad et al., 2015). Validity also

establishes the solidity of the methodology, sampling process, data analysis process, and study

conclusion (Golafshani, 2003).

Internal Validity: The study ensures internal validity based on a sound research design

and includes appropriate controls to establish causal relationships between Facebook usage and

English language proficiency.

External Validity: The study's external validity is limited as it is conducted on a small

sample size from a specific area and culture. Therefore, the findings cannot be generalized to

other populations outside the study context.

Construct Validity: The study uses a well-established research tool, the questionnaire, to

measure Facebook's perceived influence on students' English language proficiency. However, the

questions may only capture part of the constructed range under study.

On the other hand, reliability in this research includes diverse paradigms, where the

aspect itself is epistemologically counter-intuitive and has a complicated definition (Russell,

2014). Thus, what needs to be done to maintain and establish reliability in qualitative research is

to be consistent.

The study guarantees good validity and reliability, albeit with some limitations. The

research study will undergo reliability and validity under English professional teachers or

individuals through test-re-test techniques.

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https://scholarspace.manoa.hawaii.edu/bitstream/10125/44449/1/20_01_linwarschauerblake.pdf

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