Facebook Integration into University Classes: Opportunities and Challenges

31st Pacific Asia Conference on Language, Information and Computation (PACLIC 31), pages 265–273 Cebu City, Philippines, November 16-18, 2017 Copyright c⃝2017 Romualdo Mabuan and Gregorio Ebron Jr. Facebook Integration into University Classes: Opportunities and Challenges Romualdo A. Mabuan Gregorio P. Ebron, Jr. Lyceum of the Philippines University Intramuros, Manila, Philippines 1002 Lyceum of the Philippines University Intramuros, Manila, Philippines 1002 romualdo.mabuan@lpu.edu.ph gregorio.ebronJr@lpu.edu.ph Abstract Following the principles of the TPACK Framework (Koehler & Mishra, 2009) and Blended Learning Framework (Horn & Staker, 2014), this study reports findings of integrating Facebook, a Social Networking Site (SNS), in facilitating English language classes at a private university in Manila, Philippines. It aimed to explore students’ attitudes towards the use of a ‘closed’ class Facebook group in the English language classroom and to describe how they utilize it as part of their English language learning. Research participants were sophomore students enrolled at an English writing class in the first semester of the academic year 2016 – 2017. Research data come from surveys, students’ wall posts, students’ reflections, and individual and focus group interviews suggest that despite some technological limitations, students view and respond positively to the use of Facebook as an alternative platform for English language learning and as an innovative and strategic tool in enhancing lesson delivery, engaging students with the material, and creating a discourse space for self- expression. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results. 1 Introduction The influx of Information and Communications Technology (ICT) has revolutionalized the teaching of English to ESL/EFL learners (Cequena, 2013). If students before were used to in-class traditional English language learning delivered within the walls of the classroom, today, the scenario has dramatically changed with the rise of modern technology. 21st century students now carry portable and handheld electronic and smart gadgets such as laptop, tablet, phablet, netbook, iPad, phone, and other devices and use them every day when doing their school and personal tasks. This ‘24/7/365 fingertip access’ to information allows students to navigate the information superhighway, stay updated and connect interpersonally in virtual spaces with anyone, anytime, and anywhere. This trend extends to the academic world; in fact, in the last decade, research has shown how the World Wide Web or the Internet and other communication technologies have supported meaningful educational experiences (Belz & Kinginger, 2002, 2003; Garrison & Anderon, 2003; Sykes, 2005; Arnold & Ducate, 2006; O’Bryan & Hegelmeier, 2007; Lord, 2008; among others) to students deemed Digital Natives (Prensky, 2001, 2006). These technological innovations are continually reshaping, redefining, and revolutionalizing the phases and pathways of educational landscapes across the many parts of the globe. Hence, with this technological advancement dominating and permeating globally, it is imperative that the teaching of English, especially among English as second language (ESL) students, must be interactive, responsive, and relevant to make language learning more challenging and meaningful to the learners. The World Wide Web or the Internet’s …

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