Sample Only

INFLUENCE OF FACEBOOK IN IMPROVING THE
ENGLISH LANGUAGE PROFICIENCY OF

ENGLISH MAJOR STUDENTS
A Thesis
Presented to the Faculty of the
College of Teacher Education
LAGUNA STATE POLYTECHNIC UNIVERSITY
Main Campus
Santa Cruz, Laguna
In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
Major in English
SHERIAN BALDIVIA CONSIGNADO

April 2021
ii
APPROVAL SHEET
The thesis entitled “INFLUENCE OF FACEBOOK IN IMPROVING THE

ENGLISH LANGUAGE PROFICIENCY OF ENGLISH MAJOR STUDENTS”
prepared and submitted by SHERIAN B. CONSIGNADO, in partial fulfillment in
partial fulfillment of the requirement for the degree of BACHELOR OF SECONDARY
EDUCATION, Major in ENGLISH is hereby recommended for approval and
acceptance.
FLORHAIDA V. PAMATMAT, Ed. D.

Thesis Adviser
Approved by the Committee on Oral Examination with a grade of .
NIMFA G. DIMACULANGAN, Ph. D. AILEEN M. DARAN, Ed. D.

Member Member
JULIE ROSE P. MENDOZA, Ed. D. EVELYN A. SUNICO, Ed. D.

Member Member
BENJAMIN O. ARJONA, Ph. D.

Research Coordinator
Accepted and approved in partial fulfilment of the requirements for the

degree of BACHELOR OF SECONDARY EDUCATION, Major in ENGLISH.
FLORHAIDA V. PAMATMAT, Ed. D.

Dean/Associate Dean, College of Teacher Education
RINA J. ARCIGAL, Ed. D.

Director/Chairperson, Research and Development Date Signed
RESEARCH CONTRIBUTION NO.

iii
DEDICATION
This research work is sincerely dedicated to all the people who were part of the
researchers’ journey:
To her supportive parents, Shiela and Adrian Consignado;
To her younger brother, Aeron Geibriel;
To her family and relatives;
To her friends, especially to Kimberly Ann Gallardo, Marvie Baloloy, Jesica Taracatac,
and Jaizel Mae Torres;
To her professors;
and above all, to Almighty God.
S.B.C
Researcher
iv
ACKNOWLEDGEMENTS
With all the respect and gratitude, the researcher wants to express her utmost
appreciation to all that played a role throughout her research journey. She is eternally
grateful for having them as part of her academic achievement;
To Almighty God for providing guidance, knowledge, and skills throughout this
study and making her believe that she can surpass all the hardships she experienced;
To Laguna State Polytechnic University for acknowledging her research and
rendering any assistance requested;
To Hon. Mario R. Briones Ed. D., the President of Laguna State Polytechnic
University, for his continued support and assurance that the university is providing
quality education;
Special appreciation to her thesis adviser and language research professor, Dean
Florhaida V. Pamatmat, for being extremely approachable, considerate, and patient while
guiding and assisting her throughout the process;
To Dr. Aileen M. Daran, her English critic, Dr. Nimfa G. Dimaculangan, her
subject specialist, Dr. Julie Rose P. Mendoza, her technical expert, and Dr. Evelyn F.
Sunico, her statistician, for providing time and effort analyzing, reviewing, and correcting
her study. You were more than dedicated and generous to share your time, expertise, and
commitment;
To Dr. Caezar D. Pamin, who remained her inspiration for her thesis topic and
supported her from the start of her journey;
To her respondents, BSED English 1A, 2A, and 3A, for their time and
cooperation. This research will never be possible without their replies and effort to
comply in the researcher’s favor
Finally, to her family, Joshua, and her friends, for staying with her and making
things bearable. She will forever treasure your presence, encouragement, and feedback,
which made the completion of this study a wonderful experience.
S.B.C
Researcher
v
ABSTRACT
Facebook became the most prominent social networking site used by internet
users from all walks of life, including students and professionals worldwide. Meanwhile,
the English Language is continuously changing to accommodate development in
technology. This study determines the influence of Facebook in improving the English
language proficiency of English Major Students at Laguna State Polytechnic University –
Sta. Cruz Main Campus. Specifically, it sought to answer the following questions: : 1)
What is the students’ profile in terms of age and sex? 2) What are the students’ general
activity on Facebook in terms of language used and time spent? 3) What is the level of
influence of Facebook in terms of perception, attitude, and motivation? 4) What is the
level of English Language Proficiency in terms of grammar, vocabulary, and reading
comprehension? 5) Do the factors such as students’ profile, general activity in Facebook,
and influence of Facebook have a significant effect on English Language Proficiency?
Employing the descriptive quantitative method of research, the researcher-
designed survey questionnaire determined the students’ profile, general activity,
influence of Facebook of one-hundred-three (103) respondents from LSPU – Sta. Cruz
Campus, College of Teacher Education, BSED Major in English. Moreover, the
researcher adapted a 30-item English proficiency test from Transparent Language, an
English proficiency test site, subdivided into three parts – grammar, vocabulary, and
reading comprehension.
Results on the students’ demographics showed that more than half of the total
number of respondents is 18 to 20 years old and female respondents outnumbered the male
respondents. Moreover, eighty-nine (89) or 86.4% of the total number of respondents used
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English and Filipino as their medium of communication on Facebook. The students’ level
of influence in terms of perception, attitude, and motivation is evident. Furthermore, the
students’ level of English language proficiency in terms of grammar and reading
comprehension is satisfactory while in terms of vocabulary it is very satisfactory. In
conclusion, students’ profile, general activity in Facebook, and influence of Facebook has
no significant effect on English Language Proficiency thus the null hypothesis is
accepted.
vii
TABLES OF CONTENTS
Preliminaries Page
Title Page..............................................................................................................i
Approval Sheet…................................................................................................ii
Dedication............................................................................................................iii
Acknowledgments................................................................................................iv
Abstract….............................................................................................................v
Table of Contents.................................................................................................vii
List of Tables........................................................................................................ix
List of Figures.......................................................................................................x
List of Appendices...............................................................................................xii
Chapter
I INTRODUCTION
Introduction…........................................................................................................1
Background of the Study…....................................................................................2
Theoretical Framework….......................................................................................4
Conceptual Framework….......................................................................................5
Statement of the Problem........................................................................................6
Hypothesis...............................................................................................................7
Significance of the Study…....................................................................................7
Scope and Limitation…..........................................................................................8
Definition of Terms.................................................................................................9
viii
II REVIEW OF RELATED LITERATURE AND STUDIES
Related Literatures..............................................................................................11
Related Studies...................................................................................................21
III RESEARCH METHODOLOGY
Research Design................................................................................................30
Sampling Technique..........................................................................................31
Research Instruments.........................................................................................33
Data Collection and Analysis............................................................................36
IV RESULTS AND DISCUSSIONS
Results and Discussions..................................................................................36
V SUMMARY OF FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS
Summary of Findings.....................................................................................51
Conclusions....................................................................................................55
Recommendations..........................................................................................56
LITERATURE CITED............................................................................................57
APPENDICES...........................................................................................................60
CURRICULUM VITAE...........................................................................................73
ix
LIST OF TABLES
Table Page
1 Students’ Profile in terms of Age...............................................................................36
2 Students’ Profile in terms of Sex…...........................................................................37
3 Students’ General Activity in Facebook in terms of

Language Used….....................................................................................................38
4 Students’ General Activity in Facebook in terms of

Time Spent.................................................................................................................39
5 Level of Influence of Facebook in terms of Perception….........................................40
6 Level of Influence of Facebook in terms of Attitude.................................................41
7 Level of Influence of Facebook in terms of Motivation…........................................42
8 Level of English Language Proficiency in terms of Grammar…..............................43
9 Level of English Language Proficiency in terms of Vocabulary...............................44
10 Level of English Language Proficiency in terms of Reading

Comprehension….....................................................................................................45
11 Factors such as Students’ Profile has a significant effect in the

English Language Proficiency…..............................................................................46
12 Factors such as General Activity has a significant effect in the

English Language Proficiency…...............................................................................47
13 Factors such as Influence of Facebook has a significant effect in the

English Language Proficiency…..............................................................................49
x
LIST OF FIGURES
Figure Page
1 Research Paradigm....................................................................................................7
xi
LIST OF APPENDICES
Page
A. Letter for Validation of Questionnaire.............................................................60
B. Letter of Request..............................................................................................61
C. Research Questionnaire....................................................................................64
D. English Proficiency Test...................................................................................67

1
CHAPTER I
INTRODUCTION
Over the years, a new trend of using social media or social networking sites has
been recently highlighted in this technology era. Facebook became the most prominent
social networking site used by internet users from all walks of life, including students and
professionals worldwide. It is currently the most widely used manifest technology among
any other social media sites, considering that it is free of charge, user-driven, connected,
and available anytime on various devices. Regardless of gender, age, and social-cultural
background, almost every individual having Internet access uses a social media site.
The proliferating adoption of social networking tools among youth has prompted
educators to consolidate them into various educational endeavors. Since it provides a
platform to connect with classmates, coursemates, lecturers, and administrators, higher
learning institutions, learners’ heavy reliance on these tools are foreseen. The use of
Facebook is a general concern among educators. No matter what adults think, social
networking is still a mainstay in youths’ lives.
Significantly, English has long since emerged and been recognized and
established worldwide as the most common language and the most important one. It plays
a significant role in the academic and professional lives of individuals. It serves as the
lingua franca of international business sectors driving economic growth and global
development, directly and indirectly affecting operations and transactions.

2
In the Philippines, the official national language is Filipino, and English is
considered the second language. The growth of English language usage is so extensive
that it is ingrained in almost every aspect of communication. One of the Philippines’
identified strengths, which helped drive its economy and made the country the top
provider of voice outsourcing, is the English proficiency of Filipinos. The Philippines is
recognized globally as one of the largest English-speaking nations, with the majority of
its population having at least some degree of fluency in the language.
Therefore, this paper attempts to shed light on Facebook, as the most used social
media site in the Philippines, possible influence on English Major Students’ English
Language Proficiency wherein online learning is currently implemented. In line with this,
the study ought to anchor Incidental Learning in education and Social Constructivist
Theory. A Google Form that includes the survey questionnaire and an English
Proficiency Test was disseminated to the respondents to gather data. The study is
anticipated to help teachers and students discover Facebook as a new educational
platform, maximize its helpful features and use it as an English practice community.
Background of the Study
The emergence of COVID-19 brought disruptions to the lives of people. Due to
this, the Philippines was introduced to a new educational system called flexible learning.
The CHED Memorandum 04, Series of 2020, as subject to “Guidelines and
Implementation of Flexible Learning,” involves the use of digital technology and non-
digital technology. As one of the social networking sites, Facebook became an available
platform to make flexible learning possible.

3
Research has shown that Facebook’s primary users in this modern world are the
tertiary level students. Consequently, a study made by Ellison, Vitak, Gray, and Lampe
(2014) noted that 94% of the identified active Facebook users are from the Higher
Education Institution (HEI). In addition, they spend 60 to 90 minutes online each day,
connecting and conversing with friends or relatives.
Similarly, in another study made by Erlin, Triyani, and Susandri (2015), it was
found that about 95% of the college students that they surveyed already have a Facebook
account even before entering the university. This result is an excellent opportunity for
teachers to inculcate Facebook in education since it is easier to bridge connections
through the said platform. Social networking sites like Facebook have the potential to
facilitate interaction, communication, and collaboration.
On the other hand, English has always been one of the official languages of the
Philippines and is spoken by more than 14 million Filipinos. It is the language of
commerce and law and the primary medium of instruction in education. Proficiency in
the language is also one of the country’s strengths that has helped drive the economy and
even made the Philippines the top voice outsourcing destination globally, surpassing
India in 2012.
The English Language is continuously changing to accommodate development in
technology. Facebook or social networks play a vital role in learning English as a second
language. In a study conducted by Gray, Annabell, and Kennedy (2010), Facebook could
provide students with mixed experiences, making it the right learning environment.
Given that Facebook can support social interactions, groups and peer learning can
scaffold teachers to collaborate during project creations. Chances for them to improve
their English
4
Language Proficiency are high since on Facebook. There are many activities for the
users, such as writing posts, reading comments, and recording a video.
However, Junco (2012) revealed that many students’ activities when using
Facebook unsupervised include viewing photos and keeping themselves updated about
their friends’ activities. In the end, it has been observed that students spend most of their
time on social media sites rather than working on their academic tasks. Hence, it is
undeniable that Facebook use can accommodate a massive part of the students’ time.
This prompted the researcher to find out whether Facebook has directly affected
the English proficiency of English major students. The researcher aimed to determine
whether the diverse Facebook community convenience considerably influences the
students currently in higher education. Facebook is boundless; however, the information
available on the platform is not always genuine, valuable, and reliable. The students’
demographics, general activity, and influence will reveal if Facebook significantly affects
the respondents’ English language proficiency.
Theoretical Framework
Online acquisition is often linked to incidental learning (Kabilan et al., 2010).
Incidental learning is defined as unplanned and unintentional, results from other
academic or non-academic activities, and occurs through observation, repetition, social
interaction, and problem-solving. Students pragmatically practice and develop skills and
knowledge in attempting online activities such as discussions, content reading, and
information searches. The students may also incidentally acquire inaccurate forms of
the language; hence

5
educators must be wary of the collateral outcomes that may impact students’ learning and
ability.
Moreover, Facebook can indirectly create a community of practice, an essential
component of student education in Social Constructivist theories. Students can construct
knowledge after they interact with other people on Facebook. When students receive
comments and suggestions, they can use the information given to improve their language
skills. Moreover, when students discuss on Facebook, it is possible for them not to reveal
their actual name. They can avoid face-to-face interaction, thus lowering the level of
anxiety (Murphy, 2009). Such a learning style can reduce the Affective Filter and
eventually enhance motivation and risk-taking in language learning (Krashen, 1981,
1988).
The theories mentioned above have significance to this study since they work to
manifest a conceptual model. Suppose the learners have an undesired negative manner or
not significant results. In that case, it might be the opportunity to look for methods to
stimulate them and to assist them in building positive results.
Conceptual Framework
Figure 1 shows the research paradigm of the study. Frame 1 contains the
independent variable, which consists of Students’ Profile, General Activity in Facebook,
and Influence of Facebook. Frame 2 has the dependent variable, which consists of
English Language Proficiency. To give clearer objectivity to this study, the problem is
presented in the paradigm below:

6
Independent Variable Dependent Variable
Students’ Profile
● Age
● Sex
General Activity in Facebook English Language Proficiency

● Language used ● Grammar
● Time spent ● Vocabulary
● Reading
Influence of Facebook Comprehension
● Perception
● Attitude
● Motivation
Frame I Frame II
Figure 1: Research Paradigm of the Study
Statement of the Problem
The study aimed to determine the Influence of Facebook in Improving the English
Language Proficiency of English Major Students.
Specifically, it sought answer to the following questions:
1. What is the students’ profile in terms of:
1.1 age;
1.2 sex?
2.What is the students’ general activity in Facebook in terms of:
2.1 language used;
2.2 time spent?

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3. What is the level of influence of Facebook in terms k:
3.1 perception;
3.2 attitude;
3.3 motivation?
4. What is the level of English Language Proficiency in terms of:
4.1 Grammar;
4.2 Vocabulary;
4.3 Reading Comprehension?
5. Do the factors such as students’ profile, general activity on Facebook, and influence of
Facebook have a significant effect on English Language Proficiency?
Hypothesis
The students’ profile, general activity in Facebook, and the influence of Facebook
has no significant effect on English Language Proficiency of English major students.
Significance of the Study
The study aims to determine the influence of Facebook in Improving the English
Language Proficiency of English Major Students. The result of the study will be significant
and beneficial to the following:

8
Students. The study results will help the students be aware of how influential
Facebook is in their English Language Proficiency. This will also allow them to change
their Facebook habits or inculcate Facebook for academic purposes depending on its
influence rather than plainly for entertainment and leisure.
Teachers. As the facilitator of learning, teachers may develop new ideas on how
to deliver learning through Facebook. Teachers may amplify Facebook in flexible
learning classes, considering how influential it is among the students.
Parents. The study can provide data about Facebook’s possible influence
regarding the English Language Proficiency of their child. The study may also show the
potential problems that may arise if adverse outcomes appear.
School administrator. The study results may help the school administrators
provide high-quality teaching plans for teachers suitable for 21st-century learners
considering their habits, interests, and skills.
Future researchers. The results may serve as the guideline for other research
activities and reference and basis in conducting similar research.
Scope and Limitation of the Study
The study focused on the influence of Facebook in the improvement of English
Language Proficiency of English Major Students studying Bachelor of Secondary
Education Major in English at LSPU-Santa Cruz Campus.

9
The respondents were composed of BSED English Major students of LSPU- Sta.
Cruz Campus with a total of one-hundred-four (104) students, of which forty (40) were
First Year students, twenty-nine (29) were Second Year students, and thirty-five (35)
were Third Year students.
The researcher prepared a survey form that was divided into two parts. The first
part gathered the students’ profile, general activity in Facebook, and a Likert scale that
measures the influence of Facebook. The second part includes the thirty-item English
Proficiency Test subdivided into three parts - grammar, vocabulary, and reading
comprehension. The test was adapted from Transparent Language, an online English
Proficiency Test site. Afterward, the scores were interpreted using Laguna State
Polytechnic University’s grading system.
Operational Definition of Terms
For better understanding, the following terms were defined as how it was used in
the study.
Social Networking Sites (SNSs). These are virtual communities where learners
and teachers can create individual public profiles, interact with faculty and peers, and
meet other people based on shared interests.
Facebook. The most prominent social networking site that can possibly influence
English proficiency skills improvement including the grammar, vocabulary, and reading
skills.
10
General Activity. This refers to the behavior or actions that a Facebook user does
when on Facebook.
Language. This refers to the set of sounds and written symbols used by
respondents when communicating on Facebook.
Time Spent. It refers to the average time spent in terms of hours users consume
every day on Facebook.
Perception. This refers to the students’ opinion or views on Facebook’s influence
in improving their English Language Proficiency.
Attitude. This refers to the students’ positive or negative attitude in
the influence of Facebook in improving their English Language Proficiency.
Motivation. These are the factors that activate the influence of Facebook in
improving the English Language Proficiency of students.
English Language Proficiency. This refers to students’ ability to use the English
language to make and communicate meaning in written and spoken contexts.
Grammar. This refers to the rules that show how the language should be used. It
is usually considered to consist of syntax and morphology.
Vocabulary. This refers to the set of familiar words within a person’s language. It
is all the language, and words either used or understood by a person or group of people.
Reading Comprehension. This is the process of constructing meaning from text.

11
12
CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the methods and procedures used in the entire study. It
consists of the research design, population and sampling procedure, data gathering
procedure, research instrument, and statistical treatment of data.
Research Design
The research design used in the study is the descriptive method. Ary (2010) stated
that research design is the researcher’s plan to proceed to understand some group or some
phenomenon in its context. Through descriptive methods, researchers intend to find out
what is related to the phenomenon. According to Nassaji (2015), descriptive research is
the research design in which data is collected qualitatively and analyzed using
quantitative procedures. A descriptive study determines and reports the way things are.
Descriptive method was used to analyze the students’ profile, general activity in
Facebook, and influence of Facebook through surveys administered through Google
Forms. Through this method, facts about the problem stated in the study and their
significant determinant were verified through a statistical treatment. Significantly, the
three primary purposes of descriptive studies can be explained as describing, explaining,
and validating research findings.
Sampling Technique
Purposive sampling was used in the selection of evaluators. The researcher
chose purposive sampling because, when used appropriately, it is more efficient than
random
13
sampling in practical field circumstances (Bernard 2002, Karmel & Jain 1987). After all,
the random member of a community may not be as knowledgeable and observant as an
expert informant (Tremblay 1957).
The researcher decided what needs to be known and set out to find people who
can and were willing to provide the information by virtue of knowledge or experience.
Therefore, with a total population of one-hundred-three (103), Bachelor of Secondary
Education major in English students of Laguna State Polytechnic University Sta. Cruz
was considered qualified to participate in the study. The data gathered from the students
were used to determine the significant effect of Facebook in improving the English
language proficiency of English major students.
Research Instruments
Most of the materials were gathered from the internet to support the study. The
research was approved and guided by the thesis adviser and panel members.
A letter of request was submitted to the advisers of the classes involved. The letter
was handed to the respective advisers before the survey questionnaire, and the English
Proficiency test was disseminated to the students. Immediately after the approval, the
survey link was sent to the student via private message through the Messenger
application.
Through Google Form, the researcher prepared the survey form, which includes
two parts. The first part includes questions about the students’ profile, general activity in
Facebook, and influence of Facebook. The second part includes the English Proficiency
Test divided into three sections: grammar, vocabulary, and reading comprehension.
The first step in this study was the problem identification, followed by the
14
collection of related literature and related studies to review the different concepts and
findings necessary to formulate and refine the research objectives, hypothesis,
framework, and procedures.
Furthermore, the next task was to decide which research design was more
appropriate for the study. This was followed by the collection of data with the use of
Google Form, which consists of the survey questionnaire and the English Proficiency
test. All data were collected, statistically treated, analyzed, and interpreted.
The gathered data were tabulated in Microsoft Excel. The English Proficiency
Test results were recorded by computing the equivalent grade and descriptor-based to
Laguna State Polytechnic University’s grading system.
The research instruments that were used in the study were the survey
questionnaire and English Proficiency test.
The survey questionnaire about the Influence of Facebook was adapted from the
questionnaire made by Kabilan, Ahmad, & Abidin (2010). The questionnaire initially
consisted of 16 items, but it was modified to suit the study.
Moreover, the English Proficiency test was adapted from Transparent Language,
an online English Proficiency test site. The site contains standard grammar and
vocabulary that may be found in any language-learning materials. The proficiency test
was intended to measure the students’ command of a language regardless of their
background in that language. The test was subdivided into three parts: grammar,
vocabulary, and reading comprehension, of which each part contains a 10-item multiple-
question test. The test results were interpreted according to Laguna State Polytechnic
University- Sta. Cruz’s grading system.

15
The constructed questionnaire was validated by the researcher’s adviser, subject
specialist, language critic, technical expert, and statistician. The suggestions and
comments were considered in the revision and editing of the questionnaire intended for
the study.
Data Collection and Analysis
In the study, statistical treatment was used to analyze and interpret the data
gathered from the respondents. Descriptive Statistics was used to present quantitative
descriptions in a manageable form. After administering the questionnaire and the
English Proficiency Test results, all data were collected,
analyzed, and interpreted. The researcher used weighted mean and standard
deviation in determining the students’ profile, general activity in Facebook, and
influence of Facebook. To test if students’ profile, general activity in Facebook, and
influence of Facebook have a significant effect in English Proficiency, multiple
regression analysis was used. This determines which factors matter most, which factors
can be ignored, and how these factors
influence each other.
The statistical treatment of data was used to compute then analyze and interpret
the data given by the respondents. After administering the questionnaire to the
respondents, all the data were gathered, analyzed, and interpreted.
Students’ Profile of the Respondents
1. Age
Legend: 18-20 – 1
21-23 – 2
24-26 – 3
16
27 and above - 4
2. Gender
Legend: Male – 1
Female – 2
Students’ General Activity in Facebook
3. Language Used
Legend: English – 1
Filipino – 2
English and Filipino – 3
4. Time Spent
Legend: 0-2 hours – 1
3-5 hours – 2
6-8 hours – 3
9 or more hours – 4
5. Level of Influence of Facebook in terms of Perception, Attitude and Motivation
Legend:
Scale Range Remark Verbal Interpretation

5 4.20 – 5.00 Strongly Agree Very Effective
4 3.40 – 4.19 Agree Effective
3 2.60 – 3.39 Moderately Agree Moderately Effective
2 1.80 – 2.59 Disagree Less Effective
1 1.00 – 1.79 Strongly Disagree Not Effective
6. Level of English Language Proficiency
Legend:
17
Scale Range Description

6 10 Excellent
5 8-9 Very Satisfactory
4 7 Satisfactory
3 6 Fairly Satisfactory
2 4-5 Passed
1 0-3 Failed
7. To determine if there is any significant

effect between students’ profile, general
activity in Facebook and influence of
Facebook to the English Language
Proficiency in terms of Grammar, Multiple Linear Regression was used
Vocabulary and Reading Comprehension
of BSED English Major Students of
LSPU-
SCC.
18
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the analysis and interpretation of the data gathered from the
people who were involved in this study. The researcher used a questionnaire to determine
the significant effect of the Students’ Profile, Students’ General Activity in Facebook and
Level of Influence of Facebook to the English Language Proficiency were shown in the
following figures and tables below. A total of one-hundred-three (103) BSED English
Major students participated in the study.
Students’ Profile
The following table shows the students’ profile in terms of age, sex and year level.
The table consists of the Frequency and percentage of the data being gathered.
Table 1 presents the Students’ Profile in terms of Age.
Table 1: Students’ Profile in terms of Age
FREQUENCY PERCENT VALID CUMULATIVE

PERCENT PERCENT
18-20 65 63.1 63.1 63.1
Valid 21-23 36 35.0 35.0 98.1
27 and 2 1.9 1.9 100.0
above
Total 103 100.0 100.0
The age distribution of the respondents who participated in the study is provided in
Table 1. It shows that out of one-hundred three (103) respondents, “18-20 years old” got
19
the highest frequency of sixty-five (65) or 63.1% of the total population while “27 years
old and above” received the lowest frequency of two (2) or 1.9% of the total population.
This means that the majority of BSED Major in English of LSPU Sta. Cruz is in
the age group of young adults. Most of the Tertiary students are Facebook users.
According to statistics, there were around seventy-three (73) million Facebook users in
the Philippines in January 2020 and people aged 18 to 24 were the largest user group.
Moreover, according to Junco (2012), Facebook has over one billion users worldwide and
is extremely popular with college students. As many as 97% of college students have
Facebook accounts.
Table 2 presents the Students’ Profile in terms of Sex.
Table 2: Students’ Profile in terms of Sex

PERCENT PERCENT
Valid Male 22 21.4 21.4 21.4
Female 81 78.6 78.6 100.0
Total 103 100.0 100.0
Table 2 reveals the distribution according to sex. It shows that the majority of the
respondents are female with the frequency of eighty-one (81) or 78.6% of the total
population. However, the male is only twenty-two (22) or 21.4% of the total population.
This means that the number of female students is higher than the number of
males. In line with this, Volkovich et al. (2014) suggest that women outnumbered men
for most social networking sites. However, previous research shows that men are more
likely to use smartphones for task-focused activities, while women have a tendency to use
smartphones for entertainment and social exchange of expressing their own daily lives
and browsing others’ lives by taking and uploading photos and videos.
20
Students’ General Activity in Facebook
The following table shows the students’ general activity in Facebook in terms of
language used, Facebook membership and time spent. The table consists of the frequency
and percentage of the data being gathered.
Table 3 presents the Students’ General Activity in Facebook in terms of Language
Used.
Table 3: Students’ General Activity in Facebook in terms of Language Used

PERCENT PERCENT
English 13 12.6 12.6 12.6
Valid Filipino 1 1.0 1.0 13.6
English and 89 86.4 86.4 100.0
Filipino
Total 103 100.0 100.0
Regarding the students’ general activity in Facebook in terms of language used,
the majority of the students with a frequency of eighty-nine (89) students or 86.4% of the
total population used “English and Filipino”, thirteen (13) or 12.5% students used
“English”. On the other hand, at least the frequency of 1 or 1% of the total population
used “Filipino” as his/her language on Facebook.
This shows that most of the students’ general activity in Facebook in terms of the
language used is the dominant combination of English and Filipino. Since the Philippines
is considered a country with Multilingual speakers, it is expected that their languages will
be evident in social media platforms like Facebook. In the recent statistics, last 2015 by
Internet World Stats, different languages around the globe at 693.9 million users have
become visible online. English is still the dominant language and has the most significant
21
statistic at 851.6 million users online. Hence, English major students proved that English
dominates the web content, including social media networking sites like Facebook.
Table 4 presents the Students’ General Activity in Facebook in terms of Time
Spent.
Table 4: Students’ General Activity in Facebook in terms of Time Spent

PERCENT PERCENT
0-2 years 4 3.9 3.9 3.9
Valid 3-5 years 16 15.5 15.5 19.4
6-8 years 44 42.7 42.7 62.1
9 or more 39 37.9 37.9 100.0
years
Total 103 100.0 100.0
Table 4 shows the students’ general activity in Facebook in terms of time spent.
The 3-5 hours got the highest frequency of forty-five (45) or 43.7% of the total
population. However, 0-2 hours gained the least frequency of thirteen (13) or 12.6% of
the total population.
This means that students are average users of Facebook. According to Junco
(2012), Facebook had over one billion users worldwide (Smith, 2012); there are as many
as 97% of college students who have accounts. It also correlates the report of Kalpidou,
Costin, and Morris (2010) that college students’ Facebook usage time varies significantly
from freshmen to seniors. First-year students tend to spend more time on social media
sites than their senior counterparts.
Level of Influence of Facebook

22
The following table shows the level of influence of Facebook in terms ofPerception,
Attitude, and Motivation. The table consists of the statement, the mean, standard deviation,
and verbal interpretation of the data being gathered.
Table 5 presents the Level of Influence of Facebook in terms of Perception.
Table 5: Level of Influence of Facebook in terms of Perception
STATEMENT MEAN SD REMARKS

1. I practice writing and reading in English 3.73 0.88
Evident
via Facebook
2. Facebook enhances my English 3.85 0.77
Evident
communication skills.
3. Facebook enhances my confidence to write 3.60 0.87
Evident
in English.
4. Facebook helps me to overcome language 3.64 0.90
Evident
mistakes.
5. I learn new words in English via Facebook. 4.11 0.75 Evident
Grand Mean 3.79 0.85 Evident
Legend:
Scale Range Description Verbal Interpretation
5 4.20-5.00 Strongly Agree Very Evident
4 3.40-4.19 Agree Evident
3 2.60-3.39 Moderately Agree Moderately Evident
2 1.80-2.59 Disagree Less Evident
1 1.00-1.79 Strongly Disagree Not Evident
The respondents were influenced by Facebook in terms of Perception as follows:
the statement “I learn new words in English via Facebook” obtained the highest weighted
mean of 4.11 and a standard deviation of 0.75. Although also observed to an evident, the
item with the lowest rating was on “Facebook enhances my confidence to write in
English,” with a weighted mean of 3.60 and a standard deviation of 0.87. Overall, the
average weighted mean value of 3.79 and a standard deviation of 0.85 revealed that the
level of Influence of Facebook in terms of perception was evident.
The result is related to a study conducted by Gray, Annabell, and Kennedy
(2010), which explained that Facebook could provide mixed experiences for students,
making it
23
the right learning environment. Given that Facebook can support social interactions,
groups and peer learning can be scaffolded for teachers to collaborate during project
creations. Moreover, as students frequently visit the social media sites, they tend to get
more ingrained with the pattern of communication and writing mostly because, it is easier
and faster and no one basically examines what is written there.
Table 6 presents the Level of Influence of Facebook in terms of Attitude.
Table 6: Level of Influence of Facebook in terms of Attitude

1. Learning via Facebook makes learning 3.83 0.77 Evident
English more interesting.
2. I have positive attitudes towards learning 3.85 0.80 Evident
English via Facebook.
3. I have positive attitudes towards English as 4.32 0.67 Very Evident
a language.
4. The use of Facebook makes learning English 3.69 0.80 Evident
easier.
5. Facebook encourages me to spend more 3.58 0.82 Evident
time learning English.
Legend:
The respondents are influenced by Facebook in terms of Attitude as follows: the
statement “I have positive attitudes towards English as a language” obtained the highest
weighted mean of 4.32 and a standard deviation of 0.67 observed as very evident.
Although also observed to as evident, the item with the lowest rating was “Facebook
encourages me to spend more time learning English,” with a weighted mean of 3.58 and a
standard deviation of 0.82. Overall, the average weighted mean value of 3.85 and a
standard
24
deviation of 0.81 revealed that the level of Influence of Facebook in terms of attitude was
evident.
This means that Facebook is influential in terms of attitude. Similarly, Ractham,
Kaewkitipong, and Firpo (2012) described the use of Facebook in academic settings, which
enhanced participation and promoted a positive learning environment in an introductory
management information systems course. Moreover, Piriyasilpa (2010) found out that
using the Facebook site as supplementary material for classroom learning has positively
enhanced students’ knowledge and skills and students’ opinions about the activity and their
use of language in their interaction.
Table 7 reveals the Level of Influence of Facebook in terms of Motivation.
Table 7: Level of Influence of Facebook in terms of Motivation

1. Facebook increases my motivation to 3.87 0.82 Evident
communicate using English
2. Facebook increases my motivation to read 3.81 0.79 Evident
English materials.
3. Facebook increases my motivation to write 3.76 0.83 Evident
in English.
4. Facebook increase my motivation to use 4.07 0.87 Evident
correct grammar, learn different words, and
read comprehensively.
5. Facebook tools increases my motivation to 3.92 0.76 Evident
improve my English language skills.
Legend:
In the level of influence of Facebook in terms of motivation, the statement
“Facebook increase my motivation to use correct grammar, learn different words, and
read
25
comprehensively” obtained the highest weighted mean of 4.07 and a standard deviation of
0.87 observed as evident. Overall, the average weighted mean value of 3.89 and a
standard deviation of 0.82 revealed that the level of influence of Facebook in terms of
motivation was evident.
According to Ekoc (2014), using Facebook could be beneficial to serve the
students with plenty of learning sources since the students, as well as the instructors, can
share many kinds of information related to English writing, such as texts, videos, links to
English tutorial programs. Likewise, Sabaruddin (2009) found out that using Facebook to
teach English writing skills can increase the learners’ motivation to practice their English
writing as Facebook creates learning simplicity and convenience.
Table 8 presents the level of English Language Proficiency in terms of Grammar.
Table 8: Level of English Language Proficiency in terms of Grammar

PERCENT PERCENT
Excellent 23 22.3 22.3 22.3
Very 54 52.4 52.4 74.8
Satisfactory
Valid Satisfactory 13 12.6 12.6 87.4
Fairly 10 9.7 9.7 97.1
Satisfactory
Passed 3 2.9 2.9 100.0
Total 103 100.0 100.0
Legend:
6 10 Excellent
4 7 Satisfactory
2 4-5 Passed
1 0-3 Failed
Table 8 shows that the majority of the students with the frequency of fifty-four (54)
or 52. 4% of the total population attained the score 8-9 points interpreted as very
26
satisfactory. However, the frequency of three (3) or 2.9% of the total population got the
lowest score of 4-5 points interpreted as passed. Overall, the level of English proficiency
in terms of grammar has a weighted mean of 4.82 and standard deviation of 0.99 verbal
interpreted as of Satisfactory.
The results indicates that most students are proficient in grammar. Such findings
are congruent to the findings of the research study conducted by Aboy (2014), which
revealed that criminal justice education students differed significantly from the students
from other colleges. However, different results yielded in the study probed by Barraquio
(2015) on the grammar proficiency of Colegio de San Juan de Letran Calamba students
since he found out that there was no significant difference in the students’ level of
grammar proficiency when grouped according to the degree of programs.
Table 9 details the level of English Language Proficiency in terms of Vocabulary.
Table 9: Level of English Language Proficiency in terms of Vocabulary

PERCENT PERCENT
Excellent 29 28.2 28.2 28.2
Very 55 53.4 53.4 81.6
Valid Satisfactory
Satisfactory 12 11.7 11.7 93.2
Fairly 7 6.8 6.8 100.0
Satisfactory
Total 103 100.0 100.0
Legend:
6 10 Excellent
4 7 Satisfactory
2 4-5 Passed
1 0-3 Failed
Table 9 presents the level of English proficiency in terms of vocabulary, students
who scored 8-9 points interpreted as very satisfactory got the highest frequency of fifty-
27
five (55) or 53. 4% of the total population while students who scored 6 points interpreted
as fairly satisfactory received the lowest frequency of seven (7) or 6.8% of the total
population. Overall, the level of English language proficiency in terms of Vocabulary has
a weighted mean of 5.03 and a standard deviation of 0.82 interpreted as Very Satisfactory.
Significantly, the result shows that English Major students of LSPU-SCC are
proficient in vocabulary. However, it contradicts to the result of the study of Magbanua
(2013) wherein terms of English proficiency, the college students are very satisfactory in
terms of grammar, satisfactory in terms of spelling and reading comprehension but are not
proficient in terms of vocabulary.
Table 10 presents the level of English Language Proficiency in terms of Reading
Comprehension.
Table 10: Level of English Language Proficiency in terms of Reading Comprehension

PERCENT PERCENT
Excellent 17 16.5 16.5 16.5
Very 47 45.6 45.6 62.1
Satisfactory
Satisfactory 16 15.5 15.5 77.7
Valid Fairly 9 8.7 8.7 86.4
Satisfactory
Passed 12 11.7 11.7 98.1
Failed 2 1.9 1.9 100.0
Total 103 100.0 100.0
Legend:
6 10 Excellent
4 7 Satisfactory
2 4-5 Passed
1 0-3 Failed
Table 10 presents the level of English proficiency in terms of reading
comprehension where in 8-9 points is the highest frequency of forty-seven (47) or 45.6%
28
of the total population interpreted as very satisfactory Meanwhile, the lowest frequency is
two (2) or 1.9% of the total population got a score of 0-3 interpreted as failed. Overall,
the result has a weighted mean of 4.41 and a standard deviation of 1.30 verbally
interpreted as Satisfactory.
The finding shows that students were considered proficient in reading
comprehension. However, among the three sections of English proficiency test, reading
comprehension was the only one that recorded a failed remark. In line with this, Bilbao,
Donguila, & Vasay (2016), profiled the level of comprehension of education students
from across specializations and majors. They reported that pre-service teachers have a
satisfactory reading comprehension with a descriptive level of statistically moderate.
Table 11 reveals the factors such as students’ profile has a significant effect in the
English Language Proficiency
Table 11: Factors such as Students’ Profile has a significant effect in the
English Language Proficiency
Students’ English Language Df Computed α- Analysis

Profile Proficiency F value
Age Grammar 1.47 Not
Significant
Vocabulary 1.56 Not
Significant
Reading Comprehension 102 6.15 0.05 Significant
Sex Grammar 0.81 Not
Significant
Vocabulary 0.92 Not
Significant
Reading Comprehension 0.63 Not
Significant
The table above shows that there was no significant effect between age and
29
grammar (α-value=0.05, p-value=0.23), vocabulary (α-value=0.05, p-value=0.21), while
there was a significant effect between age and reading comprehension (α-value=0.05, p-
value=0.02).
It also shows that there was no significant effect between sex and grammar (α-
value=0.05, p-value=0.37), vocabulary (α-value=0.05, p-value=0.34) and reading
comprehension (α-value=0.05, p-value=0.43).
Based on the data, it revealed that the age and sex of the English Major Students
has no significant effect in the English Language Proficiency.
Table 8 reveals the factors such as General Activity in Facebook significantly
affect the English Language Proficiency
Table 12: Factors such as General Activity in Facebook has a significant effect in
the English Language Proficiency
General Activity English Language Df Computed α- Analysis

in Facebook Proficiency F value
Age Grammar 2.27 Not
Significant
Vocabulary 0.33 Not
Significant
Reading 102 4.30 0.05 Significant
Comprehension
Sex Grammar 1.61 Not
Significant
Vocabulary 0.01 Not
Significant
Reading 4.29 Significant
Comprehension
The table above shows that there was no significant effect between language used
and grammar (α-value=0.05, p-value=0.14), vocabulary (α-value=0.05, p-value=0.57)

30
while there was a significant effect between language used and reading comprehension
(α- value=0.05, p-value=0.04).
There was no significant effect between time spent and grammar (α-value=0.05,
p- value=0.21), vocabulary (α-value=0.05, p-value=0.93), while there was a significant
effect between time spent and reading comprehension (α-value=0.05, p-value=0.04).
Based on the data, it is shown that there was no significance found in the language
used and time spent of the BSED Major in English students of LSPU-Sta. Cruz and
English proficiency in terms of grammar and vocabulary. However, there is a
significance between language used and time spent in the English language proficiency in
terms of reading comprehension.
However, Latip-Yusoph (2015) argued in her study on language in the virtual
social networks that English is still the dominant language despite the use of other
languages online. English is said to have crowded out all other languages because of its
dominance on the Internet. In fact, English remains even more dominant in most internet
realm.
In Malaysia, Kabilan, Ahmad, and Abidin (2010) studied how to use Facebook to
facilitate English learning among Malaysian undergraduate students. The researchers
cautioned teachers that social media activities require careful planning and anchoring to
predetermined learning outcomes for such integration to be effective. It should be pointed
out that there should be better utilization of Facebook in classrooms. Moreover, the
demand for school boards who choose to “embrace” the increasing popularity of social
media to implement programs that better ensure teachers also feel comfortable enough to
embrace this informal teaching tool.
Table 13 reveals the factors such as Influence of Facebook significantly affect the
31
English Language Proficiency.
Table 13: Factors such as Influence of Facebook has a significant effect in the English
Language Proficiency
Influence of English Language Df Computed p- α- Analysis

Facebook Proficiency F value value
Perception Grammar 0.12 0.73 Not
Significant
Vocabulary 1.96 0.17 Not
Significant
Reading 1.03 0.31 Not
Comprehension Significant
Attitude Grammar 0.56 0.46 Not
Significant
98 0.05 Significant
Motivation Grammar 0.30 0.86 Not
Significant
Significant
The table above shows that there was no significant effect between perception and
grammar (α-value=0.05, p-value=0.73), vocabulary (α-value=0.05, p-value=0.17) and
reading comprehension (α-value=0.05, p-value=0.31).
It also shows that there was no significant effect between attitude and grammar
(α- value=0.05, p-value=0.46), vocabulary (α-value=0.05, p-value=0.26) and reading
comprehension (α-value=0.05, p-value=0.97).
There was no significant effect between motivation and grammar (α-value=0.05,
p- value=0.86), vocabulary (α-value=0.05, p-value=0.56) and reading comprehension (α-
value=0.05, p-value=0.35).
32
In relation to this, Wesseling (2012) revealed that students use social networking
sites (e.g.Facebook) for several purposes and in different percentages; the percentage of
students who use these sites for social purposes is 70.1% and to exchange information
70.2%. The study also showed that only 49.7% of students use Facebook for educational
purposes. Also, such findings are congruent to the findings of the research study
conducted by Aboy (2014). It revealed that English language proficiency of criminal
justice education students differed significantly from the students from other colleges.
Thus, the course chosen affected their level of English language proficiency. When it
comes to English Major students, since they have expertise in English language, the
effect of Facebook is not significant to them. Indeed, varied teaching strategies are
needed to address the students’ specific needs and difficulties.
Based on the results, it was shown that no significance was found between the
perception, attitude, and motivation and English language proficiency of English major
students of LSPU- Sta. Cruz Main Campus.

33
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This section represents the summary of findings and conclusions drawn from
the results and recommendations for future action and research.
Summary of Findings
This study aimed to assess the influence of Facebook in improving the English
language proficiency of English major students. Specifically, it sought answers to the
following questions: 1) What is the students’ profile in terms of age and sex? 2) What
are the students’ general activity in Facebook in terms of language used and time
spent?
3) What is the level of influence of Facebook in terms of perception, attitude, and
motivation? 4) What is the level of English Language Proficiency in terms of
grammar, vocabulary, and reading comprehension? 5) Do the factors such as
students’ profile, general activity in Facebook, and influence of Facebook have a
significant effect on English Language Proficiency?
Through the descriptive method of research, a research questionnaire was
specifically designed and formulated to determine the student profile, general activity
in Facebook, the influence of Facebook, and English language proficiency of one-
hundred-three (103) BSED Major in English students of LSPU-Sta. Cruz.

34
Data were gathered through the use of a survey questionnaire encoded in
Google Form. Distribution and retrieval of survey questionnaires were personally
administered by the researcher via Messenger application through a private message.
The answered survey questionnaires were automatically encoded in a Microsoft Excel
file connected to the Google Form. After gathering all the data, the researcher
tabulated it and asked for the help of a statistician for the statistical results of the
study. An appropriate statistical tool was used to compute the statistical results of the
study.
After administering the questionnaire to the respondents, all the data collected
relative to the students’ profile and general activity in Facebook were tabulated,
analyzed, and interpreted using frequency and percentage. Moreover, all the data
correlative to the influence of Facebook were also tabulated, analyzed, and
interpreted using the mean, standard deviation and verbal interpretation. To determine
the level of English Language Proficiency, all the data related to the results of the
English proficiency test were tabulated using frequency, percentage, and verbal
interpretation. Lastly, to determine the significance or non-significance of students’
profile, general activity in Facebook, and Influence of Facebook on the English
Language Proficiency, Multiple Linear Regression was utilized.
The following are the key points raised in the discussion of results.
Implications of each key point were discussed, and recommendations were made to
address related issues.
1. Students’ Profile of Respondents in Terms of Age and Sex

35
One-hundred-three (103) respondents participated in the survey.
Overall, more than half of the total number of respondents is 18 to 20 years
old, which reflects that majority of the respondents are between teenage and
young adult. Furthermore, female respondents outnumbered the male
respondents by about 55%.
2. Students’ General Activity in Facebook in Terms of Language Used

and Time Spent
Out of one-hundred-three (103) respondents who participated in the
survey, a high frequency of eighty-nine (89) or 86.4% of the total population
used English and Filipino as their medium of communication on Facebook.
Additionally, the majority of the respondents obtaining a frequency of forty-
five (45) or 43.5% of the total population used Facebook in an average of 3 to
5 hours everyday.
3. Level of Influence of Facebook in Terms of Perception, Attitude,

and Motivation
In terms of the level of influence of Facebook in terms of perception, it
revealed that it was evident obtaining an average weighted mean value of 3.79
and a standard deviation of 0.85. On the other hand, the influence of Facebook
in terms of attitude is also evident obtaining an average weighted mean value
of 3.85 and a standard deviation of 0.81. Furthermore, the influence of
Facebook terms of attitude is also evident obtaining an average weighted
mean value of 3.89 and a standard deviation of 0.82.
4. Level of English Language Proficiency in Terms of Grammar,

Vocabulary, and Reading Comprehension
36
The level of English language proficiency in terms of grammar is
satisfactory, with a weighted mean of 4.82 and a standard deviation of 0.99.
Furthermore, the level of English language proficiency in terms of vocabulary
is very satisfactory, with a weighted mean of 5.03 and a standard deviation of
0.82. Moreover, the level of English language proficiency in terms of reading
comprehension is satisfactory obtaining a weighted mean of 4.41 and standard
deviation of 1.30.
5. Effect of Students’ Profile, General Activity in Facebook, and

Influence of Facebook on English Language Proficiency
In terms of students’ profile, it was found out that there was no
significant effect between age and English language proficiency in terms of
grammar and vocabulary. However, there was a significant effect between age
and English language proficiency in terms of reading comprehension.
Additionally, there was no significant effect between sex and English
language proficiency.
In terms of general activity, it was found out that there was no
significant effect between language used and time spent and English
proficiency in terms of grammar and vocabulary. However, it was found out
that there was a significant effect between language used and time spent and
English language proficiency in terms of reading comprehension; hence, the
null hypothesis is accepted.
In terms of the influence of Facebook, it was found out that perception,
attitude, and motivation have no significant effect on English language

37
proficiency since the computed p-values were significantly higher than the
level of significance (α-value=0.05).
Conclusions
In the light of the findings of the study the following conclusions are given:
1. The effect of age in English language proficiency in terms of reading
comprehension was verbally interpreted as “Significant”. However, the effect
of age in the English language proficiency in terms of grammar and
vocabulary was verbally interpreted as “Not Significant.” Moreover, the
effect of sex in the English language proficiency was also verbally interpreted
as “Not significant” based on the analyzed data.
2. The effect of language used and time spent in English language
proficiency in terms of reading comprehension was verbally interpreted as
“Significant.” However, the effect of the language used and time spent in
English language proficiency in terms of grammar and vocabulary was
verbally interpreted as “Not significant.”
3. The effect of perception, attitude, and motivation in English language
proficiency was verbally interpreted as “Not Significant.”
Furthermore, since the tests on significant effect between factors such as
students’ profile, general activity in Facebook, and influence of Facebook has a
significant effect in the English Language Proficiency were interpreted mostly as
“Not Significant”, therefore, the study on “Influence of Facebook in Improving of
English
38
Language Proficiency of English Major Students” was verbally interpreted as “Not
Significant”. Thus, the null hypothesis stating “It is concluded that students’
profile, general activity in Facebook and Influence of Facebook have no
significant effect in the English Language Proficiency” was accepted.
Recommendations
Based on the findings and conclusions, the following recommendations were
given.
1. Teachers can use Facebook as a platform wherein they can provide and
expose quality reading materials written in the English language to enhance
students’ reading comprehension.
2. Students should be reminded to keep a healthy and balanced schedule,
especially when using Facebook both for leisure or academic purposes.
3. Since some schools use Facebook as an alternative platform for online
learning, young students should be guided by parents at home.
4. Future researchers are encouraged to conduct a study on similar research
using other social media sites that can possibly affect students’ English
language proficiency.
39
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Classroom Language Use: A Conversation Analysis Study. RELC Journal, 48(1), 67–
81. Retrieved from https://doi.org/10.1177/0033688217690935
42
APPENDIX A
LETTER REQUESTING FOR VALIDATION OF THE INSTRUMENTS
Republic of the Philippines

Laguna State Polytechnic University
Santa Cruz Campus
February 24, 2021
Dear Sir/Madam:
The undersigned is presently conducting a study entitled “Influence of Facebook in
Improving the English Language Proficiency of English Major Students.”
In line with this, I am asking for your cooperation of validating the attached
questionnaires and the instrument for the study. Your recommendations to improve
the instruments will be acknowledged and welcomed by the researcher.
Thank you, and God bless.
Respectfully yours,
Sherian B. Consignado
Researcher; BSED English (3A)
43
APPENDIX B
LETTER OF REQUEST

Santa Cruz Campus
March 14, 2021

DR. CAEZAR D. PAMIN
Dear Dr. Pamin:

The undersigned is presently conducting a study entitled “INFLUENCE OF
FACEBOOK IN IMPROVING THE ENGLISH LANGUAGE PROFICIENCY
OF ENGLISH MAJOR STUDENTS” as partial fulfillment of the requirements the
degree, Bachelor of Secondary Education.
In connection to this, the researcher would like to request permission to distribute the
survey questionnaires to the students under your supervision.
Your approval on this matter is highly
appreciated. Thank you, and God bless!
Respectfully yours,
Noted by:
Dr. Florhaida V. Pamatmat

Thesis Adviser
Approved by:
Dr. Caezar D. Pamin

44

Santa Cruz Campus
March 14, 2021

DR. AILEEN M. DARAN
Dear Dr. Daran:

Respectfully yours,
Noted by:

Thesis Adviser
Approved by:
Dr. Aileen M. Daran

Adviser; BSED 2A
45

Santa Cruz Campus
March 14, 2021

DR. NIMFA G. DIMACULANGAN
Dear Dr. Dimaculangan:

Respectfully yours,
Noted by:

Thesis Adviser
Approved by:
Dr. Nimfa G. Dimaculangan

Adviser; BSED 3A
46
APPENDIX C
QUESTIONNAIRE

Santa Cruz Campus
THESIS TITLE: INFLUENCE OF FACEBOOK IN IMPROVING THE

ENGLISH LANGUAGE PROFICIENCY OF ENGLISH MAJOR
STUDENTS
Researcher’s Name:
RESPONDENT CONSENT FORM
I have read and fully understand the content and the purpose of this
study.
I understand that my participation is voluntary, that I am free to
withdraw at any time, without my rights being affected, and that
I agree to participate in the above study.
I agree to participate in this study.
Date Signed Signature
I. Students’ Demographics
DIRECTION: Check the corresponding box that corresponds your answer.
Name (Optional):
Age:
[ ] 18-20
[ ] 21-23
[ ] 24-26
[ ] 27 and above
Sex:
[ ] Male [ ] Female
II. General Activity in Facebook

DIRECTION: Check the corresponding box that corresponds your answer.
What is/are the languages that you use when in
Facebook? [ ] Filipino
[ ] English
[ ] Filipino and English
47
How many hours, on average, do you access Facebook per day?

[ ] 0-2 hours
[ ] 3-5 hours
[ ] 6-8 hours
[ ] 9 hours or more
III.Influence of Facebook
A. Perception
DIRECTIONS: Rate the influence of Facebook in terms of Perception using the 5-
point Likert Scale by putting a check (✓) corresponding to your answer.
5 - Strongly agree
4 - Agree
3 - Neutral
2 - Disagree
1 - Strongly Disagree
Statement 5 4 3 2 1
Perception
1 I practice writing and reading in English via Facebook.
2 Facebook enhances my English communication skills.
3 Facebook enhances my confidence to write in English.
4 Facebook helps me to overcome language mistakes.
5 I learn new words in English via Facebook.
B. Attitude
DIRECTIONS: Rate the influence of Facebook in terms of Attitude using the 5-point
Likert Scale by putting a check (✓) corresponding to your answer.
5 - Strongly agree
4 - Agree
3 - Neutral
2 - Disagree
Statement 5 4 3 2 1
Attitude
1 Learning via Facebook makes learning English more
interesting.
2 I have positive attitudes towards learning English via
Facebook.
3 I have positive attitudes towards English as a language.
4 The use of Facebook makes learning English easier.
48
5 Facebook encourages me to spend more time learning

English.
C. Motivation
DIRECTIONS: Rate the influence of Facebook in terms of Motivation using the 5-
point Likert Scale by putting a check (✓) corresponding to your answer.
5 - Strongly agree
4 - Agree
3 - Neutral
2 - Disagree
Statement 5 4 3 2 1
Motivation
1 Facebook increases my motivation to communicate
using English.
2 Facebook increases my motivation to read English
materials.
3 Facebook increases my motivation to write in English.
4 Facebook increase my motivation to use correct
grammar, learn different words, and read
comprehensively.
5 Facebook tools increases my motivation to improve my
English language skills.
49
APPENDIX D
ENGLISH PROFICIENCY TEST
This proficiency test was adapted from Transparent Language

(https://www.transparent.com/learn-english/proficiency-test.html) The test is made up
of four sections, each contains 10 questions. Read carefully and encircle the correct
answer.
Section I - Grammar Test

Section II - Vocabulary Test
Section III - Reading Comprehension Test
Section I - Grammar Test

Direction: Select the best answer.
1. Juan in the library this morning.
A. is study
B. studying
C. is studying
D. are studying
2. Alicia, the windows please. It's too hot in here.

A. opens
B. open
C. opened
D. will opened
3. Eli’s hobbies include jogging, swimming, and .

A. to climb mountains
B. climb mountains
C. to climb
D. climbing mountains
4. Mr. Hawkins requests that someone the data by fax immediately.

A. sent
B. sends
C. send
D. to send
5. The concert will begin fifteen minutes.

A. in
B. on
C. wit
D. about
50
Direction: Select the underlined word or phrase that is incorrect.

6. The majority to the news is about violence or scandal.
A. the
B. to
C. news
D. violence
7. Takeshi swimmed one hundred laps in the pool yesterday.

A. swimmed
B. hundred
C. In
D. yesterday
8. When our vacation, we plan to spend three days scuba diving.

A. When
B. plan
C. days
D.diving
9. Mr. Feinauer does not take critical of his work very well.
A. does
B. critical
C. his
D. well
10. Petra intends to starting her own software business in a few years.
A. intends
B. starting
C. software
D. few
Section II. Vocabulary Test

Direction: Select the best answer
1. The rate of has been fluctuating wildly this week.

A. money
B. bills
C. coins
D. exchange
2. The bus arrives late during bad weather.

A. every week
B. later
C. yesterday
51
D. always
3. Do you where the nearest grocery store is?

A. know
B. no
C. now
D. not
4. Jerry Seinfeld, the popular American comedian, has his audiences

.
A. putting too many irons in the fire
B. keeping their noses out of someone's business
C. rolling in the aisles
D. going to bat for someone
5. The chairperson will members to the subcommittee.

A. appoint
B. disappoint
C. appointment
D. disappointed
6. The critics had to admit that the ballet was superb.

A. procrastinate
B. performance
C. pathology
D. psychosomatic
7. Peter says he can't our invitation to dinner tonight.

A. angel
B. across
C. accept
D. almost
8. We were friends in that strange but magical country.

A. upon
B. among
C. toward
D. in addition to
9. The hurricane caused damage to the city.

A. extend
B. extended
C. extensive
D. Extension
52
10. Many cultures have special ceremonies to celebrate a person's of

passage into adulthood.
A. right
B. rite
C. writ
D. Write
Section III - Reading Comprehension Test

Direction: Select the best answer.
Directions to Erik's house
Leave Interstate 25 at exit 7S. Follow that road (Elm Street) for two miles. After
one mile, you will pass a small shopping center on your left. At the next set of
traffic lights, turn right onto Maple Drive. Erik's house is the third house on your
left. It's number 33, and it's white with green trim.
1. What is Erik's address?
A. Interstate 25
B. 2 Elm Street
C. 13 Erika Street
D. 33 Maple Drive
2. Which is closest to Erik's house?

A. the traffic lights
B. the shopping center
C. exit 7S
D. a greenhouse
Date: May 16, 1998

To: Megan Fallerman
From: Steven Roberts
Subject: Staff Meeting
Please be prepared to give your presentation on the monthly sales figures at our
upcoming staff meeting. In addition to the accurate accounting of expenditures for
the monthly sales, be ready to discuss possible reasons for fluctuations as well as
possible trends in future customer spending. Thank you.
3. The main focus of the presentation will be .
A. monthly expenditures
B. monthly salary figures
C. monthly sales figures
D. staff meeting presentations
4. Who will give the presentation?

53
A. the company president

B. Megan Fallerman
C. Steven Roberts
D. future customers
The B&B Tour

Spend ten romantic days enjoying the lush countryside of southern England. The
counties of Devon, Dorset, Hampshire, and Essex invite you to enjoy their castles
and coastline, their charming bed and breakfast inns, their museums and their
cathedrals. Spend lazy days watching the clouds drift by or spend active days
hiking the glorious hills. These fields were home to Thomas Hardy, and the ports
launched ships that shaped world history. Bed and breakfasts abound, ranging
from quiet farmhouses to lofty castles. Our tour begins August 15. Call or fax us
today for more information 1-800-222-XXXX. Enrollment is limited, so please
5.call soon.
Which of the following counties is not included in the tour?
A. Devon
B. Cornwall
C. Essex
D. Hampshire
6. How many people can go on this tour?

A. 10
B. an unlimited number
C. 2-8
D. a limited number
7. What can we infer about this area of southern England?

A. The region has lots of vegetation.
B. The coast often has harsh weather.
C. The sun is hot and the air is dry.
D. The land is flat.
54
Anna Szewcyzk, perhaps the most popular broadcaster in the news media today,
won the 1998 Broadcasting Award. She got her start in journalism as an editor at
the Hollsville County Times in Missouri. When the newspaper went out of
business, a colleague persuaded her to enter the field of broadcasting. She moved
to Oregon to begin a master's degree in broadcast journalism at Atlas University.
Following graduation, she was able to begin her career as a local newscaster with
WPSU-TV in Seattle, Washington, and rapidly advanced to national television.
Noted for her quick wit and trenchant commentary, her name has since become
synonymous with Good Day, America! Accepting the award at the National
Convention of Broadcast Journalism held in Chicago, Ms. Szewcyzk remarked, "I
am so honored by this award that I'm at a total loss for words!" Who would ever
have believed it?
8. What is the purpose of this announcement?
A. to invite people to the National Convention of Broadcast Journalism
B. to encourage college students to study broadcasting
C. to recognize Ms. Szewcyzk's accomplishments
D. to advertise a job opening at the Hollsville County Times
9. The expression "to become synonymous with" means

A. to be the same as.
B. to be the opposite of.
C. to be in sympathy with.
D. to be discharged from.
10. What was Ms. Szewczyk's first job in journalism?

A. She was a T.V. announcer in Washington.
B. She was a newscaster in Oregon.
C. She was an editor for a newspaper in Missouri.
D. She was a talk show host in Chicago.
55
CURRICULUM VITAE
Sherian Baldivia Consignado
Nagcarlan, Laguna
Mobile Number:
Email Address: consignadosherian@gmail.com
PERSONAL INFORMATION
Birthdate : October 23, 1999

Age : 21 years old
Birthplace : San Juan, Manila
Sex : Female
Civil Status : Single
Religion : Catholic
Language Spoken : English and Filipino
Mother : Shiela B. Consignado
Father : Adrian M. Consignado
EDUCATIONAL BACKGROUND
TERTIARY Laguna State Polytechnic University – Sta.

Cruz Main
Campus Sta. Cruz,
Laguna 2018-
PRESENT
SENIOR HIGH SCHOOL Rizal Standard Academy

Nagcarlan, Laguna
2016- 2018
JUNIOR HIGH SCHOOL Rizal Standard Academy

Nagcarlan, Laguna
2012-2016
56
PRIMARY Crisanto Guysayko Memorial Elementary

School
Nagcarlan, Laguna
2006-2012
WORK EXPERIENCE
Position: Employee
Special Program for Employment of Students
(SPES) Duration: April 10-May 5, 2016
May 2-May 29, 2017
April 16-May 11, 2018
Position: Trainee
Work Immersion
Nagcarlan Municipal Office
January 8-19, 2018
SEMINARS/TRAININGS/WORKSHOPS ATTENDED
April 19-21, 2021 Virtual Campus Journalism Workshop

Laguna State Polytechnic University – Sta Cruz
March 12, 2021 Employability Skills Training

November 2019 English Skills Training

October 18, 2017 Seminar in Basic Semi-conductor, Electronics & Robotics

Pasay, Metro Manila
October 18, 2017 Seminar in Business and Accountancy

Pasay, Metro Manila
October 18, 2017 Seminar in Disaster Risk Reduction and Management

Pasay, Metro Manila
October 18, 2017 Seminar in 2GO Travel Cruise Ship

Paranaque, Manila
57
CHARACTER REFERENCE
Mrs. Jessica Belen
Brgy. Captain
Brgy. Alibungbungan Nagcarlan, Laguna
Mr. Loreto Dangue

Junior Highschool Teacher
Rizal Standard Academy
0926-712-8900
Mr. Jonathan Urriza

Principal
Rizal Standard Academy
(049) 546-9860
I hereby certify you that the above information is true and correct to the best
of my knowledge and belief.
Researcher

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INFLUENCE OF FACEBOOK IN IMPROVING THE

ENGLISH LANGUAGE PROFICIENCY OF

SHERIAN BALDIVIA CONSIGNADO

The thesis entitled “INFLUENCE OF FACEBOOK IN IMPROVING THE

FLORHAIDA V. PAMATMAT, Ed. D.

Approved by the Committee on Oral Examination with a grade of .

NIMFA G. DIMACULANGAN, Ph. D. AILEEN M. DARAN, Ed. D.

JULIE ROSE P. MENDOZA, Ed. D. EVELYN A. SUNICO, Ed. D.

BENJAMIN O. ARJONA, Ph. D.

Accepted and approved in partial fulfilment of the requirements for the

FLORHAIDA V. PAMATMAT, Ed. D.

RINA J. ARCIGAL, Ed. D.

RESEARCH CONTRIBUTION NO.

To her supportive parents, Shiela and Adrian Consignado;

To her younger brother, Aeron Geibriel;

To her family and relatives;

and Jaizel Mae Torres;

and above all, to Almighty God.

the English Language is continuously changing to accommodate development in

language proficiency of English Major Students at Laguna State Polytechnic University –

influence of Facebook in terms of perception, attitude, and motivation? 4) What is the

level of English Language Proficiency in terms of grammar, vocabulary, and reading

comprehension? 5) Do the factors such as students’ profile, general activity in Facebook,

and influence of Facebook have a significant effect on English Language Proficiency?

Employing the descriptive quantitative method of research, the researcher-

designed survey questionnaire determined the students’ profile, general activity,

influence of Facebook of one-hundred-three (103) respondents from LSPU – Sta. Cruz

Campus, College of Teacher Education, BSED Major in English. Moreover, the

researcher adapted a 30-item English proficiency test from Transparent Language, an

of influence in terms of perception, attitude, and motivation is evident. Furthermore, the

students’ level of English language proficiency in terms of grammar and reading

comprehension is satisfactory while in terms of vocabulary it is very satisfactory. In

no significant effect on English Language Proficiency thus the null hypothesis is

Background of the Study…....................................................................................2

Statement of the Problem........................................................................................6

Significance of the Study…....................................................................................7

Scope and Limitation…..........................................................................................8

II REVIEW OF RELATED LITERATURE AND STUDIES

III RESEARCH METHODOLOGY

Data Collection and Analysis............................................................................36

IV RESULTS AND DISCUSSIONS

Results and Discussions..................................................................................36

V SUMMARY OF FINDINGS, CONCLUSIONS,

1 Students’ Profile in terms of Age...............................................................................36

2 Students’ Profile in terms of Sex…...........................................................................37

3 Students’ General Activity in Facebook in terms of

4 Students’ General Activity in Facebook in terms of

5 Level of Influence of Facebook in terms of Perception….........................................40

6 Level of Influence of Facebook in terms of Attitude.................................................41

7 Level of Influence of Facebook in terms of Motivation…........................................42

8 Level of English Language Proficiency in terms of Grammar…..............................43

9 Level of English Language Proficiency in terms of Vocabulary...............................44

10 Level of English Language Proficiency in terms of Reading

11 Factors such as Students’ Profile has a significant effect in the

12 Factors such as General Activity has a significant effect in the

13 Factors such as Influence of Facebook has a significant effect in the

A. Letter for Validation of Questionnaire.............................................................60

D. English Proficiency Test...................................................................................67

educators to consolidate them into various educational endeavors. Since it provides a

platform to connect with classmates, coursemates, lecturers, and administrators, higher

networking is still a mainstay in youths’ lives.

development, directly and indirectly affecting operations and transactions.

In the Philippines, the official national language is Filipino, and English is