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ERIC Number: ED562299
Record Type: Non-Journal
Publication Date: 2013-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 17
Effects of Facebook Tutoring on Learning English as a Second Language
Wang, Chang-hwa; Chen, Cheng-ping
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Prague, Czech Republic, Jul 23-26, 2013)
Social media use has become increasingly embedded in everyday life. Among various social media, Facebook is a highly interactive virtual social communication tool and it has become increasingly popular on college campuses. Research results have indicated that Facebook could be an effective platform for informal learning. However, most of current studies in the educational use of social media seem to pay more attention on college students or adults. This study, however, explored the effects of Facebook tutoring on learning English as a second language for children. 60 elementary students from a supplementary English tutoring program were evenly divided into Facebook tutoring group and traditional classroom teaching group. Instructional strategies of communication, collaboration, and information sharing were given to both groups. The results indicated that children who participated in the Facebook tutoring generally exhibited a positive attitude toward this new type of learning experience. The learning achievement for the Facebook group was also significantly higher than the traditional classroom group. It is concluded that provided with proper strategies, both student's learning attitude and learning achievement were positively affected by the Facebook tutoring. [For the full proceedings, see ED562127.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan (Taipei)
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire