Perceived Effects of Using

Facebook on Students’
A Research Presented to
English Writing
The Faculty of College of Education
PHINMA-Cagayan Performance
de Oro College

In Partial Fulfillment
Of the Requirements for the Course
ENG 163 -Language Education Research

By

Kianna D. Limocon
BSED- III

Mybellyn P. Bacarisas
BSED- III

Kate Jane April C. Saligumba

BSED- III

APRIL 2022
 APPROVAL SHEET

This research attached here to, titled PERCEIVED EFFECTS OF USING

FACEBOOK ON STUDENTS’ ENGLISH WRITING PERFORMANCE, prepared
and submitted by Kianna D. Limocon, Mybellyn Bacarisas, and Kate Jane April
C. Saligumba, in partial fulfillment of the requirements for the Course ENG 163 –
Language Education Research is hereby accepted.

Rocel Mae C. Roca, LPT

Adviser

Mary Jean P. Castro, MAEd

Chairman

Marjun Serrano, LPT

Panel Member

Accepted in partial fulfillment of the requirements for the Course ENG 163 -
Language Education Research

RIZHALY B. MAANDIG, PhD

Dean, College of Education

APRIL 8, 2022
Date

1
 ACKNOWLEDGEMENT

The completion of this undertaking would not be possible without the participation
and assistance of so many people; their contributions are sincerely appreciated
and gratefully acknowledged. Thus, the researchers would like to express their
deep appreciation and indebtedness particularly to the following:

Sincere gratitude to Ms. Rocel Mae Roca, their research adviser, who assisted
and motivated them throughout this journey; her vision and sincerity, has deeply
inspired them to finish this research. It was a privilege to work under her
guidance;

To their families and friends, for their full support, both orally and financially;

The researchers are also thankful to the students who participated in the study
for giving their honest response to the survey and together with some of their
teachers for giving them the permission to conduct the said survey. ho
participated in the study for giving their honest response to the survey;

Above all, the researchers would like to thank the Almighty God for keeping all of
them safe amidst the pandemic and for His blessings as they worked on their
research and to complete this research successfully.

2
 ABSTRACT

Students’ micro skills are recognized to be vital in order for them to succeed in
the 21st century world. It has been found that non-native English speakers
experience difficulty in writing in their L2. The emergence of ICT tools such as
Facebook. Due to this Facebook became one of the subjects that being studied
nowadays as researchers saw its potential in improving the students’ writing
skills. The study proved that students perceive Facebook to have positive effects
towards their English writing performance as it provide them with loads of
information that they can use in order to develop their writing. It has also been
found that students can develop metacognitive skills when using Facebook as
they learn to monitor their own writing skill development by revisiting their
previous posts on Facebook.

Keywords: Writing Performance, English, ICT, Facebook, micro skills

3
 TABLE OF CONTENTS

TITLE PAGE
APPROVAL SHEET i
ACKNOWLEDGEMENT ii
ABSTRACT iii
TABLE OF CONTENTS iv
INTRODUCTION
The Problem and Its Background 1-3
Statement of the Problem 3
Scope and Delimitation 3-4
Significance and Purpose of the Study 4-5
Theoretical Framework 5-7
METHODOLOGY
Research Design 8
Research Method 8
Research Instrument 8-9
Sampling Procedure 9
Data Analysis 9-10
RESULTS/ FINDINGS
Problem 1 11-15
1. Table/Figure
2. Interpretation
3. Related Literature support

CONCLUSION AND RECOMMENDATION

Conclusion 15
Recommendation 15-17
REFERENCES 18-19
APPENDICES 20-32

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 INTRODUCTION

Background of the Study

One of the four macroskills which are usually associated with the English
language is the writing skill. According to Putri, N. & Aminatun, D. (2021),
students acquiring this skill is necessary. Writing is the activity that expresses the
ideas in correct structure and the choice of correct words which is to write in
certain media for certain meanings in context (Rahmat, 2012).

Alkurdi & Rashid, et al. cited Benson & Heidish & Ahmed (2016) in their
study that the native languages of EFL students are varied with regards to
structure, styles in writing, the way of letting out ideas, and other culturally
different factors. All of these can affect their writing performance tremendously.
Choosing the right words to express one's feelings, ideas, and opinions can
become a tedious task for ESL students. Their struggle doesn’t just end with this
because they also encounter difficulties in sentence construction and using the
appropriate punctuation marks in order to construct coherent and cohesive texts.
Elbow (1998:7) cited in Rahmat (2012), said that it is not just the ability to
formulate words and notions by yourself that is crucial in writing. Judging and
criticizing the words and ideas themselves is also important when deciding which
one to use in every situation. Writing as a communication skill using the students’
L2 will help them in today’s fast pacing and ICT driven society.

In this age of information various ICT (Information and Communications

Technology) tools are being used by millions of people around the world
including the students and stakeholders in the education sector. According to
Srivastava (2012), ICT has become, within a very short time, one of the basic
building blocks of modern society. With the emergence of these ICT tools people
can now perform tasks more efficiently. Connecting with other people has been

1
made a lot easier and faster than it was before because of the development of
social media apps like Facebook.

There is an array of Facebook features that allows students to use it aside

for communication purposes that can help assist non-native English speakers
learn how to write using the language. Educause Learning Initiative (2006) cited
in Suthiwartnarueput & Wasanasomsithi (2012), stated that students learn the
target language by using Facebook for their study. Furthermore, learning occurs
when students use the social media platform in activities such as browsing
through multifarious profiles, interacting with new people, and exploring
relationships with others using the English language. Most of the time people use
the English language on Facebook in expressing their thoughts, ideas, and
feelings by posting. These postings allow students to encounter authentic use of
the English language, interact with it by commenting, or leaving a reaction to the
post. Such a Facebook’s property indirectly creates a community of practice – an
important component of student education in Social Constructivist theories
(Suthiwartnarueput & Wasanasomsithi (2012). Ergo, it is appropriate to infer that
the interactive features of Facebook allow the students to engage actively in the
writing process which also contributes to the improvement of their writing skills.

Nowadays, students use social media platforms, specifically Facebook,

not just to communicate with their friends, family, or to meet new people. The
onset of COVID-19 has shifted the learning mode from face to face classes to
online learning. This shift has increased the use of Facebook by the students in
order to communicate with their teachers and keep themselves updated with the
various news and trends around the world. Wahyudin (2018) cited in Putri, N. &
Aminatun, D. (2021) affirmed that it is possible to utilize Facebook as an
instructional media and help the students to improve their writing and critical
thinking skills.

All the aforementioned factors sparked the researchers’ curiosity on

2
finding out the students’ perceptions on the effects of Facebook towards their
English writing performance.

Statement of the Problem

Most of the students nowadays utilize Facebook for various purposes

which can possibly affect their writing performance in their L2. Hence, this study
aims to know the perceptions of the students on the effects of Facebook towards
their English writing performance. Particularly, this study aims to answer the
question:

What are the perceived effects of using Facebook on students’ English

writing performance?

Scope and Limitations

This research study will focus on the area of the students’ perceptions on
the effects of using Facebook on their English writing performance. It tackles the
way students perceive Facebook use as a measure that affected their
performance in writing using their L2. The target participants of this study are the
second year Bachelor of Secondary Education Major in English students who are
currently enrolled in the 2nd semester of the academic year 2021-2022 at
PHINMA Cagayan de Oro College from both Carmen and Puerto campus.

The researchers identified this particular group of students as their

research respondents for the reason that they were able to take major subjects
that required them to showcase and improve their English writing skills just
recently. Specifically, during the first semester of academic year mentioned.
These students have also utilized Facebook in their learning such as
communicating with their teachers and classmates, and keeping themselves

3
informed about their lessons. This study is limited to the 2 nd year BSED English
students only and does not include the other year levels and courses.

Significance of the Study

ICT tools such as Facebook have been widely used around the world
including by the ESL learners who are also developing their writing skills in the
target language. The identification of the students’ perceptions on the effects of
using Facebook towards their English writing performance will become a
beneficial contribution to the existing body of knowledge about Facebook and the
students’ perceptions on its effects to their writing skills. The findings of this
research study could particularly become beneficial specifically to the following:

Teachers, who are the facilitators of learning, for them to reflect whether
incorporating Facebook into their teaching methods really help students improve
their writing performance in English, develop effective teaching methods and
classroom activities utilizing the said social media platform and help the students
perform better in writing.

Students, the main consumers of the education sector, for them to

experience a more meaningful classroom experience in the form of teaching
methods and classroom activities that their teachers employ. Through this,
various classroom activities will be more adaptive towards their reality and will
really provide the learning materials and methods they need in order to improve
one of their macroskills which is their writing skill. This will also help students
realize how Facebook has contributed to the improvement of their overall writing
performance which is important for them to optimize their utilization of Facebook
and maximize their English writing potentials.

Curriculum developers, who always seek for improvement in order to

make the curriculum responsive to the needs of all the learners; Realizing the

4
way Facebook affects the writing performance of students based on their
perceptions will help curriculum developers to develop and improve the
curriculum by incorporating Facebook and other ICT in a way that it is relevant
and helpful to the students.

And lastly, to the Facebook Developers, the app did not just become a
tool for communication but also a source of entertainment, information, and many
more. This study will be beneficial to them for it can become a reflection for them
to make Facebook a better venue for learning too. They can add more features
(i.e. grammar correction/suggestion) to their social media platform wherein it can
also help students whose native language isn’t English improve their writing
performance.

Theoretical Framework

This research study is anchored upon the three theories of learning. First,
the Sociocultural Theory of Cognitive Development that emphasizes the role of
society and culture in learning; Second, the Social Cognitive Theory which
revolves around the notion that children learn by observing the things and
phenomena that’s happening around him/her; Lastly, the Active Learning Theory
which stresses the importance of experiencing things in order to be able to learn.

Sociocultural Theory of Cognitive Development

This theory by Russian teacher, Lev Vygotsky, entails that learners learn
from the people around them. According to Vygotsky (1978), through interacting
with other people children learn and the knowledge that they acquire from the
interactions are then absorbed into their mental structure that shapes the way
they see and function in the society. Just like how this theory describes the
learning process of children, this study also aims to investigate the crucial role of
society and culture that occurs in Facebook with regards to the way students

5
perceive its effects when it comes to their English writing performance. It is
known to the researchers and Facebook users around the world that Facebook is
a place and means for social interaction and based on the Sociocultural Theory,
these interactions can lead to learning and development.

Social Cognitive Theory

This theory posited by Albert Bandura holds that learners and children
learn and develop through observations. According to Bandura, these
observations may happen during social interaction, experiences, and outside
media influences. Another theory that holds the society accountable for a
person’s learning and development. This study has the same view with
Bandura’s Social Cognitive Theory wherein the researchers view Facebook as a
venue wherein social interaction occurs and learners can perform concrete
observations as to how people from different walks of life construct their own
sentences and use the English language either for communication or for formal
purposes. In relation to this, through the students’ perceptions on the effects of
Facebook use towards their English writing performance new knowledge will be
generated with regards to the way the said social media platform really
contributed to the students’ writing skill.

Active Learning Theory

According to Dewey ( 1915), no book can take place to the learning that
personal journey and experience can offer to learners. Active learning theory
generally means the learners are given the right to participate in their own
learning and they are not simply receivers of information provided by the teacher.
This study aims to investigate how the learners’ personal experiences when
using Facebook has affected their writing performance given that they are
learning from others and from their own selves actively, based on their
perceptions on the effects of using Facebook towards their writing performance

6
in their L2. This study, just like the active learning theory, also holds that when
learners are more engaged in the learning process, the more that they learn to
become independent in learning, the more that they learn effectively; an aspect
that Facebook can offer to the students.

The three theories mentioned above will help the researchers understand
more as to how social media, specifically Facebook, will affect the writing
performance of the students.

7
 METHODOLOGY

Research Design

This study will make use of the descriptive research design because it
attempts to describe the perceptions of the English major education students on
the effects of Facebook use towards their writing skills in their L2. According to
Calderon (2006) cited in the study of Rillo & Alieto (2018), the descriptive
research design purposely attempts to describe the phenomenon or the
characteristics of the group of people that is being studied. This research design
does not aim to answer “why” and “how” questions, instead it aims to respond
and address “what” questions. In this study the researchers are aiming to answer
the question “What are the students’ perceptions on the effects of Facebook use
towards their English writing skills?”. Thus, it is appropriate to use the descriptive
research design.

Research Method

This study will utilize the quantitative research method in order to answer
the research problem through gathering numerical data, treating it statistically,
and employing computational techniques in order to analyze the data that will be
gathered consequently achieving the research objective. Furthermore, the study
will gather data using survey questionnaires using Google Forms. In order to
analyze and interpret the data appropriately it is just to use this research method.
According to Aliaga and Gunderson (2002), the quantitative research method is a
method of explaining a certain social phenomena that is being study by gathering
numerical data which should be analyzed using methods which are
mathematically based.

Research Instrument

8
 In order to gather the needed data, the researchers have adapted the
survey research instrument used by Mahmud, M.M., & Wong, S.C. (2012) in their
study entitled “Facebook Does it Really Work for L2 Learners.” They have also
used and adapted some of the research questions the survey research
instrument used by Yu, Li-Tang (2018) in his study entitled “Incorporating
Facebook into an EFL Writing Course: Student Perception and Participation in
Online Discussion” and Ibarra, F.D. (2018) entitled “Is Facebook Beneficial for
Writing Practice? Ecuadorian Polytechnic Students Speak Up!”. The study’s
questionnaire will be in Likert-scale format the same with the format of the
aforementioned sources of the study’s research questionnaire. The research
respondents will have to decide whether they strongly agree = 4, agree = 3,
disagree = 3, or strongly disagree = 2 with each of the statements in the
questionnaire.

The Sampling Procedure

In this study, the target participants are the 2 nd year Bachelor of

Secondary Education Major in English students who are enrolled in the second
semester of the academic year 2021-2022 at PHINMA Cagayan de Oro College,
main and Puerto campus. The survey questionnaire, using Google Forms, was
then distributed to the 88 2nd year BSED-English students through purposive
sampling procedure, wherein only those who use Facebook will be included. The
use of the aforementioned sampling procedure is in line with the belief of the
researchers that it is appropriate for their area of interest which focuses on the
perceived effects of using Facebook towards the students’ English writing
performance.

Data Analysis

Using the mean and standard deviation the data gathered from the survey
were calculated and tabulated. After all the data were computed and summarized

9
into their respective categories the researchers then interpreted the data, as
advised, using the provided range. Using excel the average the number of
students who either answered strongly agree, agree, disagree, and strongly
disagree in every statement will be generated and compared to the other
computed average from other statements. Through these steps the researchers
were able to draw conclusion about the students’ perspectives about the effects
of Facebook use towards their English writing skills. The table below shows the
advised range for interpreting data.

RANGE INTERPRETATION
1.00 - 1.75 Strongly Disagree
1.76 - 2.50 Disagree
2.51 - 3.25 Agree
3.25 - 4.00 Strongly Agree
Table 1: Scaling for the data interpretation

10
 RESULTS AND DISCUSSION

This part presents, analyzes, and interprets all the data gathered from the
survey. The presentation follows the given sequence in the aforesaid statement
of the problem.

Problem: What are the perceived effects of using Facebook on students’

English writing performance?

STANDARD
STATEMENTS MEAN DEVIATION DESCRIPTION
It taught me to be cautious
with my grammar. 3.18 0.70 Agree

It helped me monitor my
own writing progress by
revisiting my own postings 3.01 0.69 Agree
and comments on
Facebook.
It helped me gain different
writing ideas through
reading the postings of 3.01 0.67 Agree
others.
I became more confident
with my writing ability.
2.55 0.62 Agree

I learned to write better in

English.
2.84 0.64 Agree

It allowed me to engage
actively in the process of
reflecting on my own 2.85 0.62 Agree
writing.

Table 2: Perceived Effects of Using Facebook on Students’ English

Writing Performance

11
 The table above shows the computed mean and standard deviation of the
students’ perceptions on the effects of using Facebook towards their English
writing performance. The above results show that with a highest computed mean
of 3.18, the research respondents agree that using Facebook has taught them to
be cautious with their grammar. It also showed that with a mean of 3.01 and a
standard deviation of 0.69, students further agree that Facebook use has helped
them monitor their own writing progress by revisiting their own postings and
comments on Facebook. They have also agree that through the postings of other
people they were able to gain different writing ideas with a mean of 3.01 and a
standard deviation of 0.67.

Based on the findings above, the students perceive that their usage of
Facebook has contributed to their writing performance since it taught them to be
cautious with their grammar. This pushes them to learn more through their
interactions with other Facebook users through their postings, comments, and
chats. Suthiwartnarueput & Wasanasomsithi (2012), also found in their study that
indeed Facebook can be utilized as a means of learning grammar and writing;
The more that the students are presented with various forms of sentence
structures the more that they are able to learn. This is based on the theory of
Albert Bandura entitled the “Social Learning Theory '' wherein it believed that
learners learn by observing and experiencing the multifarious phenomena that
happens around them.

In addition, looking back to their previous posts also allowed the students
to monitor their progress in writing over time. This feature of Facebook enables
the students to compare their previous writing performance and their current
writing performance. In a study conducted by Barrot (2015) about using
Facebook as an e-portfolio, he stated in the results that Facebook-based-e-
portfolio inflicted positive impact on the students’ writing practices. This made
him conclude that Facebook can be used for e-portfolio assessments. Monitoring
ones’ progress is one of the purposes of using portfolio in the classroom which is

12
one of the students’ perceived effects of using Facebook towards their English
writing performance. Facebook-based e-portfolio has outperformed those from
the conventional portfolio group. These results were attributed to Facebook’s
interactive features, flexibility, accessibility as well as its ability to expose
students to social pressure and increase their audience awareness (Barrot,
2015).

According to Al-Shehri (2011), Facebook created a positive atmosphere

when it comes to language learning. Furthermore, it also enabled its users to
develop abilities in synthesizing ideas and facts that come from different
information sources. This study supports the statement that it allowed the
students to gain insights and ideas in writing through the posts of other people.
This result also confirms the study of Ibarra (2018), stating that one of the
benefits that the participants gained through using Facebook is that it allowed
them to receive loads of information quickly. Their use of the said social media
platform also helped them enrich their knowledge by reading pieces of writing.
Through this, were able to gain insights and ideas in order for the students to
write better.

Moreover, based on the data gathered, it revealed that with the lowest
mean distribution of 2.55 and a standard deviation of 0.62 the students also
agreed that helped them become more confident in their writing performance.
Also, with a mean of 2.84 and a standard deviation of 0.64 the students agreed
that they learned to write in English better through Facebook. Lastly, with a mean
of 2.85 and a standard deviation of 0.65 the students agreed that Facebook
allowed them to engage actively in the process of reflecting on their own writing.
To sum it all up, even with the lowest mean and standard deviation, the students
still agree that Facebook helped them in their writing performance positively by
allowing them to develop metacognitive thinking skills and positive attitude
towards writing in their L2.

13
 The following findings above coincide with the Active Learning theory,
Social Learning theory, and the Socio-cultural theory of Cognitive development.
All of these theories involve the society and its activities in the learning process
of a person which also occurs inside the Facebook community.

All in all, based on the results of this study, it can be said that using
Facebook as a means of improving ones’ writing performance is effective due to
its features. These features allowed the students to interact with different people
and learn from them through their posts, comments, and chats. It allowed the
students to be responsible of their own development, specifically in writing.

Summary of Findings

In summary, the result of the study revealed that:

With a highest computed mean of 3.18, respondents agreed that using Facebook
has taught them to be cautious with their grammar. This is followed by the
second and third perceived effects with similar computed mean of 3.01 by
which respondents further agreed that Facebook use has helped them
monitor their own writing progress by revisiting their own postings and
comments on Facebook and that through the postings of other people they
were able to gain different writing ideas with standard deviations of 0.69 and
0.67, respectively.

With a computed mean of 2.55, students least perceived that they have become
more confident with their writing ability because of Facebook followed by
learning to write better in English and allowing them to engage actively in the
process of reflecting on their own writing with the top 2 and top 3 least
perceived effects with computed means of 2.84 and 2. 85, respectively.

14
The flexibility of Facebook allowed the students to encounter loads of information
that helped them gain different ideas on how they can write using the English
language. People all over Facebook are varied who come from different
walks of life, shaped by their own life experiences. Their sentence
constructions; the sets of words that they incorporate into their posts,
comments, and; chats are different, and their purposes vary too. These
instances enable the students to be able to explore the varied ways on how
they can write. The students also became more cautious when it comes to
their grammar since they know that people on Facebook will be able to see
and read their posts. This is one of the factors that may have motivated the
students to learn how to write in English. This coincides with the statement
that the students have also agreed upon wherein using Facebook helped
them write in English better.

They also agreed that they were able to express their own ideas freely by using
Facebook. Becoming more creative in expressing their ideas is also an effect
of Facebook that the students have agreed. Also, the students agreed that
the said social media platform helped them develop confidence in their own
writing and allowed them to engage actively in the process of reflecting in
their own writing.

Conclusions

With the data gathered, the researchers concluded that using Facebook
can teach the respondents to be cautious with their grammar, help them monitor
their own writing progress by revisiting their own postings and comments on
Facebook and that through the postings of other people they were able to gain
different writing ideas. The researchers further be gleamed that Facebook can
help the students improve their writing performance in English. It provided the
students with information such as authentic use of the English language in real-
life may it be from non-native English speakers or native English speakers.

15
Being able to reflect on their own writing performance by looking back from their
previous posts also reflects that the students are active and acknowledge their
responsibility for their own writing skill development. Being cautious with their
own grammar motivated them to become independent learners. All of these
contribute to the students’ confidence with their own writing skill and
performance.

Recommendations

Based on the information drawn from the results of this study, the
researchers propose the following recommendations:

Teachers must use Facebook as an e-portfolio for the students to have a

sense of authenticity when it comes to using the English language in writing.
Through this, the students will be able to comfortably write and express their
ideas using Facebook, which has been proven in this study, which helps
develop the students’ confidence in writing. Teachers may also use Facebook
as an e-portfolio to track their students’ progress in writing and let the students
create their own writing journal using Facebook.

The students must continue using Facebook as a tool to help them gain
ideas on how they can write better using the English language. Using the
searching feature of Facebook to look for posts that are written in English will
also help them improve and gain insights not just from the circle of friends that
they have but also from Facebook groups and pages. It would also be helpful to
join Facebook groups that focus on developing each and every member’s
English writing skills.

Curriculum developers must think of ways on how they can effectively

incorporate ICT tools such as Facebook into the curriculum. This age of
information requires the students to have a sense of reality inside their

16
classrooms and Facebook offers a lot of it when it comes to English language
use. The more that the students encounter their target language the more that
they will gain insights and information on how to write better. In order to avoid
problems, curriculum developers must see to it that the utilization of the said
social media platform focuses on learning language and developing the
students’ macroskills.

Facebook developers must strive to make their app safer for its young
users, including the learners. Furthermore, Facebook developers may improve
their app by adding more features in it such as grammar structure suggestions,
spelling corrections, and improve their security to make their app conducive to
learning too.

17
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Daulay, S.H., Dewi, U., Fithriani R., et al. (2019). Using Facebook in EFL Writing
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Elfatah M.A., Ahmed A.S. (2016). Using Facebook to Develop Grammar
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Ibarra, Felix David E. (2018). Is Facebook Beneficial for Writing Practice?
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[Link]/wpcontent/uploads/2020/09/v9n22012/[Link]
f

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 APPENDICES
Ms. Arly Mae P. Micayabas
College of Education
Faculty Member

Good day!

We are the third year Bachelor of Secondary Education major in English

students at PHINMA Cagayan de Oro College. We are currently taking up the
subject ENG 163 Language and Education Research. As part of our course
requirements we are currently conducting a research entitled "The Perceived
Effects of Using Facebook on Students' English Writing Performance." In line
with this we are writing this letter to you to ask for your permission and consent if
you could allow us to conduct a survey among your second year BSED English
students in order to gather the data we need for our study and add up to the
existing body of knowledge about the effects of incorporating social media
platforms into language teaching-learning.

Your approval for this survey will be highly appreciated. We are eager to
hear from you soon. Thank you!

Respectfully yours,
The Researchers
Kianna D. Limocon
Maybellyn Bacarisas
Kate Jane April Saligumba

NOTED BY:
Ms. Rocel Mae Casiño Roca, LPT
Research Adviser

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 SURVEY QUESTIONNAIRE

Dear Respondents:

We are the third year Language Research students from the College of
Education of PHINMA Cagayan de Oro College. We are conducting a survey on
"The Perceived Effects of Using Facebook on Students’ English Writing
Performance". In connection to this, we would like to invite you to become
participants of this research and answer the questions in the questionnaire
provided. We assure you that all the information that you are going to provide will
be treated with utmost confidentiality and is protected by the Data Privacy Act of
2012 (R.A. 10173).

Respectfully yours,

Limocon, Kianna D.
Bacarisas, Maybellyn
Saligumba, Kate Jane April

Please fill the information needed in the table below.

Name (Optional):
Course and Year Level:
Do you use Facebook? _____YES _____ NO

The following statements indicate the perceived effects of using Facebook

on students' English writing performance. Read each statement carefully and
determine whether you strongly disagree, disagree, agree, or strongly agree with
each statement.

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 Statements Strongly Disagree Agree Strongly
Disagree Agree

I learned to write better in

English.

I expressed my ideas freely.

I became more creative in

expressing my ideas.

I became more confident with

my writing ability.

It allowed me to engage
actively in the process of
reflecting on my writing.

It motivated me to learn how to

write in English.

It helped me gain different

writing ideas through reading
the postings of others.

It helped me monitor my own

writing progress by revisiting
my own postings and
comments on Facebook.

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It taught me to be cautious with
my grammar.

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