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ABSTRACT
ii
ACKNOWLEDGEMENTS
Thammasat University
Bangkok, Thailand
March 2011
iii
CONTENTS
PAGE
ABSTRACT.............ii
ACKNOWLEDGEMENTS.iii
CONTENTS.iv
CHAPTER
1. INTRODUCTION...1
1.1 Background...1
1.2 Statement of the Problem..2
1.3 Objectives of the Study.2
1.4 Definitions of Terms.2
1.5 Hypothesis.3
1.6 Scope of the Study.............3
1.7 Significant of the Study.4
1.8 Organization of the Study......4
2. LITERATURE REVIEW.5
2.1 Definition and Theories of Virtual Community.5
2.2 Definition and Background of Second Language Acquisition...6
2.3 Background of Second Language Learning Motivation....7
3. METHODOLOGY.10
3.1 Subjects....10
3.2 Materials.. 10
3.3 Procedures10
3.4 Data Analysis...11
4. RESULTS...12
REFERENCES....36
APPENDIXES.38
A. Questionnaire (English Version).............38
B. Questionnaire (Thai Version)..42
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND
The use of social networks has become a significant part of life in the
21stcentury. According to Gemmil and Peterson (2006), the internet plays an
important role in socializing among college students. Since the use of social networks
has gained its popularity among youth and students, a number of researchers from
various fields have attempted to investigate the implications, practices, cultures,
meanings and the effects of the use of social networks (Boyd & Ellison, 2007).
students pass their GCSEs English language exam (Stewart, 2010), while Kirschner
and Karpinski (2010) claimed that students who are Facebook users had lower grades
than students who are not. However, because these studies have been conducted with
time limitations, experts suggest that long term research lasting several years is
needed to get more precise results (Carter, 2009).
1.2
Does using Facebook help Thai students improve their English reading
1.3
1.4
DEFINITIONS OF TERMS
Subjects
Subjects refer to Mathayom 6 students (Grade 12) at Praharuthai Nontaburi in
the 2010 academic year who use Facebook in Thai and English.
Web2.0
Web 2.0 refers to a Read-Write web which allows participation and
presentation of information to be created (Rosen & Nelson, 2008, p. 212).
1.5
HYPOTHESIS
1. Using Facebook helps students improve their English reading and writing
skills.
2. Facebook motivates students to learn English.
1.6
1.
concentrates only on Facebook, the social network with the largest number of users.
2.
For the same reason, the subjects are high school students who are
Facebook users and who were selected after responding to the initial question Are
you a Facebook user? in each class by the researcher. The subjects are 58 students
out of a total of 88 Matthayom 6 students (Grade 12). Therefore, there is no question
for excluding non-Facebook users in the questionnaire.
1.7
The findings from this study will be beneficial to the field of teaching English
as a foreign language in Thailand. Facebook and social network sites may be useful
tools in providing students with more opportunities to be involved in the English
language community. In order to promote students interest and stimulate them to
practice English language authentically outside the classroom, the teacher may use
Facebook as a part of the lessons. For example, students may be expected to spend
more of their time online usefully to consciously and unconsciously learn and
improve their reading and writing skills through authentic and purposive
communication by using Facebook.
1.8
This study is divided into five chapters. The presentation of the study is shown
in each chapter as follow:
Chapter I introduces the background, statement of the problem, purpose of the
study, significance of the study, definitions of terms, theoretical framework, research
questions and limitations of the study.
Chapter II presents the review of literatures which includes concepts of virtual
community, second language acquisition and second language learning motivation.
Chapter III summarizes the procedures used in this study which are selection
of participants, instrumentation, data collection and data analysis procedure.
Chapter IV discusses the research findings.
Chapter V includes a summary of the study, its findings, discussions,
conclusions and it is also offers recommendations for further study or research.
CHAPTER TWO
LITERATURE REVIEW
1) Virtual Community
2) Second language acquisition
3) Second language learning motivation
2.1
emerge from the Net when enough people carry on public discussions long enough,
with sufficient human feeling, to form webs of personal relationships in cyberspace
(p. 6).
Hagel and Armstrong (1997, p. 4) claimed that in the early 1970s, the first
virtual community was formed when an interactive research community was
introduced by scientists on the internet.
Hagel and Armsytrongs definition of virtual community (as cited in Lee,
Vogel, & Limayem, 2003, p. 50) places an emphasis on communicative aspects with
member-generated content.
Social networks are the most dominant type of virtual community. Facebook,
Twitter and My space are examples of social networks (World Wide Web, 2010).
Modern media is claimed to offer opportunities in developing language skill because
it is obvious that English language learners can access standard academic forms of
English language (Black, 2009).
2.2
ACQUISITION
Krashen (2002, p. 40) suggested that acquisition is the most important part of
second language learning. He also suggested that students can increase their second
language proficiency in an informal environment. Moreover, it can be so effective that
their development is as good as or even better than learners who spend a considerable
amount of time in the formal environment.
Without realizing that they make mistakes, students cannot improve their
English language ability. Schmidt (1990) claimed that consciousness is necessary in
order to notice the language in second language acquisition process. Awareness plays
a role in learning language. Students can learn by being aware of the language used
around them.
Long (1990) also suggested that theories of second language acquisition show
that the consciousness of learners is a part of learning language. It is, however, the
learners who need to have awareness and attention to learn language.
2.3
MOTIVATION
Gardner (2007) claimed that motivation plays a vital role in learning a second
language. He suggested that motivation is a complex phenomenon with many angles,
thus, to give a simple definition to motivation is rather impossible. Although it cannot
be measured by scale because of the complexity of its construct, he stated that in
second language learning motivation, two types of motivation are recognized; they are
language learning motivation and classroom learning motivation.
The aim of this study is to investigate the correlation of social networks and
the improvement of Thai students English language skills. Although the effects of
social networks on students learning skills have been discovered in English speaking
countries, the advantages and disadvantages of the use of social networks found in
that context are different from the Thai context. The theories of virtual community,
second language acquisition and second language learning motivation examined here
focused on the use of the social networks aspect. It has been shown that English
language learners who have adequate learning motivation with consciousness to learn
and have enough opportunity to make contact with the English using community can
improve their English language skill.
CHAPTER THREE
METHODOLOGY
This chapter describes: (1) the subjects, (2) the materials, (3) the procedures
used in the collection and analysis of the data, and (4) the data analysis.
3.1
SUBJECTS
3.2
MATERIALS
3.3
PROCEDURES
This study was a research survey. A quantitative approach with the use of
descriptive survey method was employed in order to collect information about
11
students opinions on English language reading and writing skill improvement from
using Facebook. The structured questionnaires were distributed at one time.
3.4
DATA ANALYSIS
In this study, numeric data obtained from the questionnaires were analyzed
using Statistical Package for Social Science (SPSS).
Step 2: The third and fourth sections which used a 5 point Likert-scale were
analyzed in the form of descriptive statistics, including percentage and mean. Anova
and multiple comparison tests were also used to evaluate and compare the subjects
opinions.
Step 3: Part four was analyzed by ranking the mean scores of each questions.
statistical significances.
CHAPTER FOUR
RESULTS
This chapter reports the results of the information obtained from the survey.
The results include demographic data; time spent on Facebook, self-rating opinion of
the benefits of using Facebook in English, the reasons of using English language on
Facebook and results of the open-ended question.
4.1
DEMOGRAPHIC DATA
4.1.1 Gender
The total number of 58 respondents was made up of 44 females
(75.86%) and 14 males (24.14%).
Gender
Number of Respondents
Percentage
Female
44
75.86
Male
14
24.14
Total
58
100
4.1.2
Field of Study
The total number of respondents was made up of 21 students (36.21%)
from the science field, 19 students (32.76%) from the mathematics field and
18 students (31.03%) from the language field. Table 2 shows that the amount
of respondents among 3 fields of study was similar.
13
4.2
Field of study
Number of Respondents
Percentage
Science
21
36.21
Mathematics
19
32.76
Language
18
31.03
Total
58
100
4.2.1
6-10 hours per week, followed by those who spent 11-15 hours (20.69%, n=12), while
only 2 respondents (3.45%) spent 26-30 hours per week.
Hours
Number of Respondents
Percentage
1-5
15.52
6-10
18
31.03
11-15
12
20.69
16-20
12.07
21-25
10.34
26-30
3.45
6.90
Total
58
100
14
Hours
Number of
Percentage
Respondents
4.3
33
56.90
1-5
15
25.86
6-10
8.62
11-15
5.17
3.45
Total
58
100
FACEBOOK IN ENGLISH
4.3.1 The Respondents Opinions on the Impact of Facebook on English
This part was designed to have the respondents evaluate 5 statements
concerning using English on Facebook. Respondents were asked to rate each of the
statements with their level of agreement as strongly disagree, agree, medium,
disagree, and strongly disagree.
The results indicated that the respondents recognized Facebook
expands my vision and knowledge in English. For example, I receive useful links via
YouTube and news and information on Facebook, and useful news and information
on Facebook. ( x =4.19) as the main benefit of using English on Facebook, followed
15
16
4.3.2
that most respondents agreed that Facebook has an impact on their English reading
skill ( x =3.42).
Specifically, most respondents agreed that Facebook makes me
realize that my reading skill needs to be improved ( x =3.62), followed by Facebook
increases the chance to read English ( x =3.55), Facebook familiarizes me with
reading English ( x =3.41), and Facebook helps me improve my reading technique
( x =3.31). However, they agreed that Facebook makes me read faster with better
understanding ( x =3.19) the least.
Table 6. The Respondents Opinions on the Impact of Facebook on Their English
Reading Skill
Opinions about
reading skill
1. Facebook increases
the chance to read
English.
2.Facebook
familiarizes me
reading English.
1
8
21
(1.72) (13.79) (36.21)
22
6
(37.93) (10.34)
3.41
Agree
3.Facebook makes me
realize that my reading
skill needs to be
improved.
4.Facebook helps me
improve my reading
technique.
5.Facebook makes me
read better faster with
better understanding.
1
6
20
(1.72) (10.34) (34.48)
18
13
(31.03) (22.41)
3.62
Agree
1
9
26
(1.72) (15.52) (44.83)
15
7
(25.86) (12.07)
3.31
Medium
2
8
28
(3.45) (13.79) (48.28)
17
(29.31)
3
(5.17)
3.19
Medium
6
33
119
(2.07) (11.38) (41.03)
98
34
(33.79) (11.72)
3.42
Agree
Total
17
Opinions about
writing skill
1.Facebook increases
the chance to write
English.
2.Facebook familiarizes
1
me with writing
(1.72)
English.
3.Facebook helps me
7
use English grammar
(12.07)
correctly when I write.
4.Facebook makes me
0
realize that my writing
(0.00)
needs to be improved.
5.Facebook helps
2
improve my writing to be (3.45)
more effective in
communication.
Total
10
(3.45)
10
(17.24)
23
18
6
(39.66) (31.03) (10.34)
3.31
23
(39.66)
24
(41.38)
2.45 Disagree
9
(15.52)
18
18
13
(31.03) (31.03) (22.41)
3.60
Agree
11
(18.97)
25
19
(43.10) (32.76)
1
(1.72)
3.10
Medium
66
(22.76)
109
81
(37.59) (27.93)
24
(8.28)
3.15
Medium
3
(5.17)
1
(1.72)
Medium
18
1
13
21
12
11
(1.72) (22.41) (36.21) (20.69) (18.97)
3.33
Medium
1
8
18
23
8
(1.72) (13.79) (31.03) (39.66) (13.79)
3.50
Agree
1
15
22
15
(1.72) (25.86) (37.93) (25.86)
3.14
Medium
5
(8.62)
4
44
87
66
31
(1.72) (18.97) (37.50) (28.45) (13.36)
3.33 Medium
19
4.4
ON FACEBOOK
This part provides data concerning the factors that influence the respondents to
use English on Facebook.
Table 9 shows that most respondents ranked the statements concerning the reasons for
using English on Facebook from high to low in the following order: I want to share
stories, pieces of information, video clips, news and any other media in English with
my friends ( x =3.34), followed by English language makes my Facebook look cool,
modern and international ( x =3.14), I want to practice the English words and
structure that I have learned ( x =3.07), I want to use English words that can better
convey my feeling ( x =3.00), and I have foreign friends in my Facebook ( x
=2.45).
1
The
least
2
3
4
Little Average High
5
Highest
Mean
Rank
28
13
2.45
11
10
15
15
3.34
10
15
12
12
3.14
14
15
12
10
3.07
17
11
3.00
15
20
4.5
Hours
Number
0-10
27
11-20
19
More than 21
12
Mean
3.31
3.20
3.56
S.D.
.19
.19
.23
F
.616
Sig.
.544
Table 11. ANOVA test to Compare Opinions on the Impact of Facebook on English
language Learning Motivation Classified by Fields of Study
Fields of Study
Science
Mathematic
Language
Number
21
19
18
Mean
3.20
2.92
3.90
S.D.
.22
.17
.15
F
7.254*
Sig.
.002
From Table 11, after conducting an F-test to compare the fields of study and
the opinions on the impact of Facebook on English language learning motivation, a
significant difference was found. Therefore, the results indicate that students with
different fields of study have different opinions on the impact of Facebook on English
language learning motivation. (Sig. <0.05)
21
Since the significance was found, LSD (Least Significant Difference) was
used in order to find out the different pair among the three of them.
Table 12. Multiple Comparison Test to Compare between Fields of Study and
English Language Learning Motivations Opinions
Fields of Study
Science
Mathematics
Language
Mean
3.20
2.92
3.90
Science
3.20
.2813
.7004*
Fields of Study
Mathematics
2.92
.2813
.9817*
Language
3.90
.7004*
.9817*
-
22
Table 13. ANOVA test to Compare Students Opinions on the Overall Impact of
Facebook Classified by Time Spent on Facebook
S.D.
.17
.16
.16
F
1.265
Sig.
.290
Mean
3.44
3.27
3.60
S.D.
.15
.16
.18
F
.756
Sig.
.474
Mean
3.18
3.02
3.28
S.D.
.14
.15
.18
F
.589
Sig.
.558
Table 13.1, 13.2, 13.3 shows that students who spend different amounts of
time one Facebook do not have different opinions on the overall impact of Facebook
which are (1) the benefits of Facebook, (2) writing skill improvement, and (3) reading
skill improvement(Sig.>0.05).
23
Table 14. ANOVA test to Compare Students Opinions on the Impact of Facebook
Classified by Fields of Study
Mean
3.11
2.84
3.89
S.D.
.17
.14
.12
F
12.837
Sig.
.000
Sig.
.000
Mean
3.27
3.04
3.99
S.D.
.18
.10
.11
F
11.833
Mean
3.03
2.81
3.64
S.D.
.14
.15
.10
F
9.828
Sig.
.000
Table 14 shows that when F-test was used, a significant difference was found
between students fields of study and the overall impact of Facebook which are (1)
benefits of using Facebook in English, (2) reading skill improvement, and (3) writing
skill improvement ( Sig.<0.05).
24
Table 15. Multiple Comparison Test to Compare Between Fields of Study and
Opinions on Benefits of Using Facebook in English
Fields of Study
Science
Mathematics
Language
Mean
3.11
2.84
3.89
Science
3.11
.2722
.7746*
Fields of Study
Mathematics Language
2.84
3.89
.2722
.7746*
1.0468*
1.0468*
-
Table 16. Multiple Comparison Test to Compare Between Fields of Study and
Opinions on Reading Skill Improvement
Fields of Study
Science
Mathematics
Language
Mean
3.27
3.04
3.99
Science
3.27
.2246
7222*
Fields of Study
Mathematics
3.04
.2246
.9468*
Language
3.99
.7222*
.9468*
-
25
Table 17. Multiple Comparison Test to Compare Between Fields of Study and
Writing Skill Improvement
Fields of Study
Science
Mathematics
Language
Mean
3.03
2.81
3.64
Science
3.03
.2180
.6159*
Fields of Study
Mathematics
2.81
.2180
8339*
Language
3.64
.6159*
.8339*
-
4.5
26
CHAPTER FIVE
CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS
This chapter presents (1) a summary of the study, (2) a summary of the
findings, (3) discussion (4) conclusion and (5) recommendations for further research.
5.1
5.2
28
29
in English influenced them to use English. Moreover, students who are looking for
foreign friends on Facebook tend to use English, resulting in using more English.
Additionally, they sometimes find incorrect use of English which activates their
editing skill. This may result in language skill improvement.
30
Opinions of students from the Language field were significantly different from those
from the Science and Mathematics field. However, there was no significant difference
comparing the opinions of those from the Science field with to those from the
Mathematics field.
5.2.9
Hypothesis
Hypothesis 1: Using Facebook helps students improve their
5.3
DISCUSSION
This section concerns the correlations of the findings and the theories
discussed in this study.
5.3.1
Learning
The responses from students show that most subjects use Facebook because of
the engagement of virtual community rather than to improve their English language.
Although learning English is not their priority, using Facebook in English increases
their chances to be more involved in an English communication environment.
31
However, their reasons for using English in Facebook are not to communicate
with foreign friends but to respond to their preference at a particular time in passing
and exchanging English media with their Thai friends. Therefore, students are
engaged in English language with and without realizing it. In addition, the findings
indicated that most students agreed that their chances for reading English on
Facebook have been increased. From the answers in the open-ended question, it can
be seen that self-recognition of learning English has been proven clearly. This idea
supports the idea of Black (2009) who suggested that English language learners can
develop language skills when they engage in internet-mediated communication.
32
5.3.4
Learning
Although most students agreed with the increase of chances to be
familiar with English and recognized their defects that are needed to be improved,
they hardly agreed with the idea that Facebook helps them write English grammar
correctly. This section of questionnaire was rated with the least mean score. This
could be because the lack of awareness in second language learning and also it could
be because majority of students spend less than one hour a week in English on
Facebook. This conclusion supports Long (1990) who suggested that even though
consciousness of the learners is a part of learning language, the learners still need to
33
34
Language field is leading to their higher degree of language learning awareness and
consciousness, and also, language learning motivation.
5.4
CONCLUSIONS
The overall result clearly shows that students agreed that the reading skill was
improved from the impact of Facebook; however, they neither agreed nor disagreed
with the impact of Facebook on writing skill improvement, benefits of using
Facebook in English, and English language learning motivation.
The researcher has noticed the increase of the use of English among Thais
students on Facebook. While most students use Thai as the main language, some use
English regularly without having foreign friend. One student confirmed her reason of
using English as practicing English. It is interesting that despite the lack of explicit
teaching process, students using English on Facebook feel that they needed to
improve their English. As a school teacher, the researcher sees that Facebook can be
more than a communication tool; it can also be used to motivate students in learning
English. Students who have little chances of connecting with English environment can
use Facebook as a channel in connection with the English users as well as the learner
of English language.
35
5.5
Since this study was restricted by time, it is recommended that further research
should be conducted as an action research or a long term case study in order to gain
the in-depth information. Observation and experiment should be emphasized for a
more precise result. The amount of the sample as well as the variety of samples
demographic background should be considered. Also, a research focusing on the non
motivated groups should be interesting. To find out the radical problem of motivation
lacking among Science and Mathematics students could be helpful in encouraging
their learning motivation in second language.
REFERENCES
37
APPENDIX A
Questionnaire (English Version)
( ) Male
2. Program of study
( ) Female
( ) Sciences ( ) Mathematics ( ) Languages
39
Which of these levels of agreement best describe your opinion towards each
statement?
Please put in the box that best indicates your level of agreement.
5. Opinions on the benefits from using English on Facebook
5.1
5.2
5.3
5.4
5.5
Strongly
disagree
1
Disagree Medium
2
Agree
4
Strongly
agree
5
6.2
6.3
6.4
6.5
Strongly
disagree
1
Disagree
Medium
Agree
Strongly
agree
5
40
7.2
7.3
7.4
7.5
Strongly Disagree
disagree
1
2
Medium
3
Agree
4
Strongly
agree
5
8.1
8.2
8.3
8.4
Strongly
disagree
1
Disagree Medium
2
Agree
4
Strongly
agree
5
41
) I want to practice the English words and structure that I have learned.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________________
Thank you for your kind cooperation
APPENDIX B
(English for Careers)
6
1
1. ( ) ( )
2. ( ) ( ) - ( ) -
2
3.
_______________
4.
()
(
) 1
(
) ___________ ()
3
43
5.
5.1
5.2
5.3
5.4
5.5
Link
Youtube,
6.
6.1
6.2
6.3
6.4
6.5
44
7.
7.1
7.2
7.3
7.4
7.5
8.
8.1
8.2
8.3
8.4
(
)
45
4
9.
1-5
5 4-3-2 1
.
( )
( )
( )
( )
( )
5:
10.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________________