PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA

MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH

UNIVERSITY OF MOHAMED BOUDIAF - M’SILA

FACULTY OF LETTERS AND LANGUAGES DOMAIN: FOREIGN LANGUAGES

DEPARTMENT OF ENGLISH STREAM: ENGLISH LANGUAGE
N°:……………………………………….. OPTION: LINGUISTICS

The Impact of Facebook Language Use on EFL Students '

Vocabulary Learning :

The Case of Third Year Students at the Department of English

at M'sila University

Dissertation Submitted to the Department of English in Partial Requirement of

the Fulfillment of the Master 2 degree in Linguistics

Submitted by: Supervised by:

Bouragba El hachemi Dr. Touati Mourad

Board of Examiners:

- President: Mr. Refice Noureddine, University of M'sila

- Supervisor: Dr. Touati Mourad, University of M'sila
- Examiner: Ms. Farrah Sabah, University of M'sila

2018/2019
 Abstract

In a world leaded by technology, EFL students, in a try to acquire the necessary skills
to cope with the 21st century living and learning requirements, are imposed to many
of those technological inventions and websites; Facebook for specific, which became
an inevitable influential part of their social and educational lives. Based on such
reality, this research is a linguistic and pragmatic investigation of the impact of
Facebook language use on EFL students ' vocabulary learning, throughout a
descriptive research method. The subject matter of this research was third year LMD
students at M'sila University. The study was consisted on three main research
instruments; a questionnaire was designed for students, an interview was made with
EFL teachers, in addition to an analysis of students ' Facebook chattroom
conversation. The analysis revealed significant results. Facebook arena helps students
develop their vocabulary knowledge, yet its language threatens their vocabulary
correctness and appropriateness, in a way it discourages them to produce academic
apprehensible language features in linguistic level nor in pragmatic one. Also, the
results confirmed the research hypotheses. Accordingly, students are recommended to
make careful engagement in Facebook activities, using formal and well structured
language. Whereas, teachers are recommended to raise their students ' awareness
towards the negative sides of Facebook language, and to be open-minded to the idea
of using the website for educational purposes, since its addiction seems will never be
reduced.

Key Words: Websites, Facebook, English vocabulary, linguistic, pragmatics, impact.

I
 Dedication

To my dear parents, who made me the person

who I am today.

To my lovely sisters, who never stopped

believing in me.

To my brothers, for their

endless support.

To all my family members, to my friends,

to every person I share love and respect

With.

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 Acknowledgements

All praise is due to Allah, the Lord of the Worlds. Peace and blessing be upon whom

Allah sent as a mercy to the Worlds, upon his Family, his Companions and his

Brothers till the Day of Resurrection. Firs, all praise is to Allah, the merciful and the

most generous, for his guidance and help.

I would like to thank from the deep of my heart my dear supervisor Dr. Touati

Mourad, for his respect, encouragement, and precious academic instructions that he

provided me during my master studies at the university. With honor, I thank him for

his priceless assistance, guidance, and constructive criticism throughout my research.

Special thanks go to my dear respectful teachers; Mr. Gouffi, Mr. Snoussi, Ms. Zine,

Ms. Ferrah, and Ms. Ladjini, for their valuable comments and assistance.

My greatest gratitude and appreciations to my parents, to my sisters and brothers for

their infinite support and love, and to my dear colleagues and friends without

exception.

Finally, my thanks and appreciations go to every person who helped me complete my

work.

III
 Contents
Page

Abstract………………………………………………………………………………..I

Dedication…………………………………………………………………………….II

Acknowledgements…………………………………………………………………..III

Contents……………………………………………………………………………...IV

List of Figures……………………………………………………………………...VIII

List of Tables………………………………………………………………………….X

List of Abbreviations………………………………………………………………...XI

General Introduction…………………………………………………………………01

Statement of the Problem…………………………………………………………….02

Objectives of the Study……………………………………………………………...02

Significance of the Study……………………………………………………………03

Research questions…………………………………………………………………..03

Research Hypotheses………………………………………………………………..04

Literature Review……………………………………………………………………04

Research Methodology……………………………………………………………...06

Research Method……………………………………………………………………06

Sample of the Study………………………………………………………………...06

Data Gathering Tools………………………………………………………………..06

Structure of the Dissertation………………………………………………………...07

IV
Chapter One: Learning and Teaching Vocabulary

Introduction…………………………………………………………………………..08

1.1. Definition of Vocabulary………………………………………………..……….08

1.2. Types of Vocabulary…………………………………………………………….09

1.3. The Importance of Vocabulary…………………………………………………..10

1.4. The Amount of Vocabulary Needed by an EFL Learner………………………..11

1.4.1. How Many Words are there in the Language……………………………….11

1.4.2. How Many Words Do Native Speakers Know……………………….........12

1.4.3. How Many Words are Needed to use the Language………………………12

1.5. Learning Vocabulary…………………………………………………………….13

1.5.1. Vocabulary Learning Strategies……………………………………………13

1.5.2. Remembering Vocabulary………………………………………………....16

1.6. Vocabulary Teaching Techniques……………………………………………….17

1.7. Vocabulary Learning Difficulties………………………………………………..19

1.8. Vocabulary Development………………………………………………………..20

Conclusion……………………………………………………………………………20

Chapter Two: Facebook Impact on English Language

Introduction……………………………………………………………………….....22

2.1. Facebook: An overview………………………………………………………....22

2.2. Advantages and Disadvantages of Facebook to English Language Learning…..24

2.3. The Application of Facebook in EFL classrooms……………………………….26

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2.4. Pragmatics……………………………………………………………………….27

2.5. Pragmatic Characteristics of Analyzing Facebook Discourse…………………..28

Conclusion…………………………………………………………………………...29

Chapter Three: Analysis and Interpretation of the Students ' Questionnaire, the
Students ' Chattroom Conversation, and the Teachers ' Interview

Introduction…………………………………………………………………………..30

3.1. Analysis of the Students ' Questionnaire………………………………………...30

3.1.1. Sample Description…………………………………………………………30

3.1.2. Questionnaire Description…………………………………………………..30

3.1.3. Analysis of the Results……………………………………………………...31

3.1.4. Discussion of the Students ' Questionnaire Findings……………………….50

3.2. Analysis of the Students ' Chattroom Conversation……………………………..51

3.2.1. Conversation Analysis………………………………………………….51

3.2.2. Discussion of the Analysis Results…………………………………………64

3.3. Analysis of the Teachers ' Interview…………………………………………….65

3.3.1. Sample Description…………………………………………………………65

3.3.2. Interview Description……………………………………………………….65

3.3.3. Analysis of the Results……………………………………………………...65

3.3.4. Discussion of the Teachers ' Interview Results……………………………..71

Conclusion……………………………………………………………………………72

Recommendations……………………………………………………………………72

General Conclusion…………………………………………………………………..74

VI
‫‪References…………………………………………………………………………...76‬‬

‫‪Appendices………………………………………………………………………….82‬‬

‫‪...............................................................................................95‬ملخص الدراسة باللغة العربية‬

‫‪VII‬‬
 List of Figures

Figure 01: Word Trees……………………………………………………….…..14

Figure 02: Facebook Profile Page………………………………………….……23

Figure 03: A table of some common used abbreviations on Facebook…………25

Figure 04: Students ' Gender……………………………………………………31

Figure 05: Reasons of choosing English………………………………………..32

Figure 06: The importance of English…………………………………………..32

Figure 07: Students 'fluency level in English…………………………………...33

Figure 08: Students 'perceptions towards vocabulary importance in English

learning………………………………………………………………34

Figure 09: Students ' level in vocabulary knowledge…………………………...35

Figure 10: Learning vocabulary during the session……………………………..36

Figure 11: The use of dictionary………………………………………………...36

Figure 12: The amount of the available opportunities to practice new words….37

Figure 13: Students ' opinions about their teachers ' intention given to
vocabulary………………………………………………………….....38

Figure 14: Students ' opinions concerning studying vocabulary as a module……39

Figure 15: Students ' difficulties related to vocabulary development…………….39

Figure 16: The most visited social networking site by students………………….40

Figure 17: Students ' access to Facebook…………………………………………41

Figure 18: Students ' preferable way of communicating on Facebook……………42

Figure 19: Students ' use of English while communicating on Facebook…………43

Figure 20: Students ' opinions concerning the negative effect of Facebook
extensive use on their Vocabulary learning……………………………43

Figure 21: Students ' written language on Facebook…………………………….…44

Figure 22: Students ' opinions on the effect of chatting habits on their
academic style of writing…………………………………………….…46

VIII
Figure 23: Students ' opinions on the benefits of Facebook on their
vocabulary development………………………………………………..47

Figure 24: Students ' opinions on the benefits of using Facebook…………………..48

Figure 25: Students ' opinions concerning integrating Facebook as a

teaching tool……………………………………………………………..49

Figure 26: Students ' use of Turn Taking principle ……………………………........53

Figure 27: Students ' use of Politeness Strategies…………………………………...55

Figure 28: students' utterances that indicate their Social Distance………………….57

Figure 29: Students ' use of Power utterances……………………………………….59

Figure 30: Students ' use of Rank utterances………………………………………..61

Figure 31: Students ' use of Adjacency Pair …………………………………….….63

IX
 List of Tables

Table 01 : The students ' opinions on the impact of Facebook on their writing skill..45

Table 02 : Students ' opinions on the impact of Facebook on their vocabulary

and English language learning…………………………………………...45

Table 03 : Linguistic features of students ' Facebook conversation…………………63

X
 List of Abbreviations

CP : Co-operative Principle

EFL : English as a Foreign Language

ESL : English as a Second Language

FL : Foreign Language

ICT : Information Communication Technology

L1 : First Language

L2 : Second Language

SN : Social Networking

SNS : Social Networking Site

TT : Turn Taking

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1 . General Introduction
People all around the world, tend to use language to express their feelings,
opinions and thoughts. It is quite difficult for us to communicate effectively and
correctly without mastering the vocabulary of a certain language because in the
language learning process, one of the important aspects in understanding the language
is vocabulary learning. A lack of vocabulary knowledge can effect negatively not only
language users ' ability to express their opinions properly, but also the overall
language proficiency development of a learner ( Nation , 1994).

For the Algerian society, English language is considered as a foreign

language ( FL ). It is taught in schools, often widely, but it does not play an essential
role in social life. One of the best ways to practice the language is the Facebook arena.
Whereby, EFL students can communicate with their relatives natives and non-natives
using English language.

On the other hand, vocabulary is one important aspect which is needed to

improve EFL students' communication skills. In other words, vocabulary enables EFL
students to use the language correctly, appropriately and effectively. In order to make
students motivated in learning vocabulary, students besides teachers should be
creative in using a variety of strategies in learning and teaching; one of the strategies
that can be used is Facebook. Facebook is an effective stimulus for students
'engagement, because EFL students will find it an enjoyable and easy tool to learn
more vocabulary; they can learn new words and enjoy their time while
communicating with others.

With the fact that, many Algerian EFL students believe that Facebook
platform provides them with precious opportunities where they can use the English
language. However, they are completely ignoring the fact that Facebook can affect
their vocabulary repertoire as well as their ability to use the language appropriately in
real life situations. For this reason, this topic of investigation would be conducted as
an attempt to investigate the impact of Facebook language use on EFL students'
vocabulary learning.

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2 . Statement of the Problem

Facebook is largely used by many EFL students in Algeria. EFL students;

however, face serious troubles regarding using English language correctly and
appropriately while communicating via Facebook, as well as using the language in
their real life situations, because of their overuse of incorrect vocabulary forms and
their inappropriate use of vocabulary in different contexts, often done instinctively
rather than consciously, as a result of their weak vocabulary repertoire, and the impact
of Facebook language use as well. This research attempts to investigate the impact of
Facebook language on student ' vocabulary process and strategies. Also, it tries to
demonstrate whether Facebook can be used as an effective strategy to improve the
students' vocabulary at M'sila University.

3 . Objectives of the Study

The general purpose of the current study is to investigate ( shed light on ) the
impact of Facebook language use on EFL students' vocabulary learning. This general
aim can be categorized into some specific objectives. These could be interpreted as
follow:

1. To raise students ' awareness about the impact of Facebook use on their

vocabulary knowledge, in English language learning.

2. To enhance students' motivation to learn vocabulary via using new

strategies like Facebook.

3. To examine how EFL M'sila university students improve their vocabulary by

the use of Facebook.

4. To raise both teachers and students ' awareness about the advantages and the

disadvantages of Facebook on students' vocabulary learning.

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 5. To provide a set of recommendations and pedagogical implications for EFL

teachers.

4 . Significance of the Study

Unlike many other studies dealt with the issue, this study tries to look at the
problem from a linguistic-pragmatic point of view. This research is significant for
students since it provides them with a clear view of how Facebook language could
affect their vocabulary and English language learning process, to be able to use
Facebook correctly in which they can learn and enjoy their time. Moreover, teachers
can benefit from this study; hopefully the results of this study will draw a clear vision
about Facebook impact, so that teachers can overcome their students' lack of
vocabulary knowledge and misuse. Also, it will motivate them to involve Facebook in
their classes as a teaching method. Creating a virtual classroom, for example, enables
teachers to practice the language with their students, so they can guide their students'
vocabulary learning process.

5 . Research Questions

The study sought to answer the following research questions:

1. What is the impact of using Facebook on students' vocabulary learning ?

2. Has Facebook language changed the way EFL students learn vocabulary?

3. Can EFL students improve their vocabulary repertoire by using Facebook?

4. Do students who use Facebook learn more vocabulary than those who do not use
it?

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 5. Does the written language of Facebook pose any threat for standard variety of
the language?

6 . Research Hypotheses

In the light of the above mentioned questions, the following hypotheses are

formulated :

1. Facebook helps EFL students develop their vocabulary knowledge faster.

2. The overuse of Facebook affects instinctively EFL students' ability to learn and
use English language appropriately and correctly.

3. Incorrect and inappropriate vocabulary use is due to the misuse of Facebook.

7 . Literature Review

Nowadays, English language is considered as a global language ( Crystal, 2003).

That is, it is used by many people in many countries and adopted in many domains.
As a result, people all around the world at different ages adopt different ways in
which they can learn the language. Learning English language goes hand in hand with
learning its vocabulary, because vocabulary or words are the building blocks of any
languages. Taken together, these building blocks constitute people 's vocabularies.
Vocabulary was defined as the total number of words that make up a language (
Oxford dictionary ,2007). Vocabulary for Hubbard (1983) is considered as a powerful
carrier of meaning. Siriwan (2007) suggested that " vocabulary learning is referred to
as learning a collection or the total stock of words in a language that one used in
particular contexts. Vocabulary interest had lead some researchers to investigate its
importance in the field of second language acquisition ( Lawson and Hogben, 1996;
Nation, 1990). It was believed that knowing the vocabulary of a certain language, will
enable its users to use it effectively. Wilkins (1972) said : " without grammar very
4
little can be conveyed; without vocabulary nothing can be conveyed". In addition to
that, vocabulary learning is also about using words to communicate through writing
and speaking. That is, well developed vocabulary repertoire has a direct, positive
impact on second language learners to build up their language proficiency as a whole.
Nation (1994) notes vocabulary is not an end in itself. Rich vocabulary makes the
skills of listening, speaking, reading and writing easier to perform".

However, the process of learning vocabulary can be considered as a complex

cognitive process. Many recent studies have developed some vocabulary learning
strategies , whereby learners can adopt different strategies. ( Gu & Johnson, 1996 ;
Lawson & Hobgen, 1996 ; Schmitt, 1997 ; Moir & Nation 2002 ; Nation ,1994 ) have
shown that learners differ in the range of strategies they use, such as simple
strategies, complex strategies, and a range of elaborative strategies.

Due to the great expansion in technology, researchers believe that social media
should replace learning traditional media such as books, newspapers, magazines, and
even classrooms. Because for them social media provides EFL learners with many
other opportunities to learn the language, as well as, learners will be able to adopt new
learning strategies. Moreover, real life situations have proved that social media can be
used in many areas and for different purposes. According to Chen & Bryer (2012)
social media have grown quickly for academic use and infiltrated the education area.
That is, with the existence of social media barriers for learners do not exist, so that,
they will have more opportunities to learn. As a result, researchers have claimed that,
social media should be involved in EFL classrooms. Gumport and Chun (1998) have
claimed that : the purpose of applying social media in education is to improve the
quality of teaching and learning, which can be one way to enhance relationship
between students and faculty.

Among many social media forms, Facebook is widely used by many learners all
around the world. This reality is known by all researchers and linguists, as well as
vocabulary is the crucial key to learn any language. Yet, few studies tend to
investigate these two elements together. This is why the present study tends to
investigate the relationship between them from a linguistic point of view. In other
words, to what extent these two elements could be related. Hopefully, this research

5
will explore the impact of Facebook on EFL learners vocabulary and provides EFL
students at M'sila university with results related to this problem.

8 . Research Methodology

8.1. Research Method

The chosen method for the study is the descriptive method. Because it seems

as the most appropriate for the research and the context where it takes part. Also, this

method can provide us with consistent and comprehensive information and valid

results.

8.2. Sample of the Study

The current work is concerned with EFL students and teachers of English

department at M'sila University. Third year students are the subject matter of the

study. One group with thirty students is selected to be the sample of the present study.

Additionally, four teachers are opted for to answer the interview questions.

8.3. Data Gathering Tool

In order to obtain sufficient data, a Facebook chat room was created for a group

of students to engage and communicate, those students were chosen randomly from

the sample. Interviews and questionnaire would be also employed. Questionnaire

would be designed and administered to students. Additionally, interviews would be

conducted with teachers. Hopefully, the use of these data tools can be of a great

usefulness for the investigation.

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9. Structure of the Dissertation

The dissertation is split into three chapters. The first chapter, mainly, it is

attempted to a comprehensive definition of vocabulary; its importance and types, and

most importantly, the way it is taught and learnt. On the other hand, the second

chapter is set to shed light on Facebook concept, its advantages and disadvantages, its

pragmatic characteristics, and its application in EFL classrooms. Whereas, the third

chapter sets out the research methods, introduces the methods that are used and gives

a broad outline of the data analysis procedures. It also, respectively, presents and

discusses the results pertaining in this study. A related part will be dedicated to some

suggestions and recommendations for both EFL teachers and students; concerning the

implementation of this tool ( Facebook) at the university of M'sila.

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 Chapter One: Learning and Teaching Vocabulary

Introduction

Learning a second/foreign language requires language learners to build up a

sophisticated knowledge of various aspects of the target language, including
vocabulary, grammar, pronunciation, composition, culture and even body language
and facial expressions (Folse, 2004). Undoubtedly, these aspects are really significant
and therefore, necessarily needed by EFL/ESL learners at all levels of their language
acquisition stages. However, vocabulary is considered to be more precious and highly
demanded by learners than the other aspects, since it helps them become highly
proficient language users, as well as, it fosters and refines their linguistic
comprehension abilities. Thus, without basic vocabulary repertoire, EFL learners are
unable to lead any communication.

1.1. Definition of Vocabulary

Educational approaches have changed rapidly since the beginning of 1970s, new
interests to vocabulary learning and teaching have arisen to represent the new
mainstream of the foreign language teaching course. Significantly, vocabulary plays
an important role in acquiring, employing, and mastering skills of any language.
Therefore, numerous definitions were proposed by experts in the field. Linse (2005)
defines it as "the collection of words that an individual knows" (p.121). Also, in
Oxford dictionary (2007) vocabulary is considered as the total number of words that
make up a language. Moreover, Hatch and Brown (1995) mention that vocabulary is a
list of words for a particular language or a set of words that individual speakers of
language might use. Another definition mentioned in Webster dictionary (1985) says
"vocabulary is a list or collection of words usually alphabetically arranged and
explained or defined" (p.1073). To put all of these definitions together, Roget (1980,
p.1036) mentions that vocabulary is :
a) A list of words often defined or translated.
b) All the words of language.
c) Specialized expression which is indigenous to a particular field, subject, trade or
subculture.

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 The term vocabulary was included in the English lexicon in 1530s. It is derived
from the Latin word "vocabularium", which means a list of words. Consequently,
Jackson and Amvela (2000) believe that the terms vocabulary, lexis, and lexicon are
synonymous. Whereas, Richards and Schmidt (2010) state " vocabulary is a set of
lexeme; including single words, compound words and idioms". It is worth in here to
give a definition to the term "word", since it has been used in all mentioned
definitions. "Word" is referred to as "the smallest of the linguistic units, which can
occur on its own in speech or writing" (Richards et al, 1992). While, others consider it
as a unit formed of sounds or letters that have a meaning ( Sheeler & Markley, 2000).

Furthermore, some authors went further to provide more specifically

complicated definitions to the term "vocabulary". Richards (2002) believes that
"vocabulary is the core component of language proficiency and provides much of the
basis for how well learners speak, listen, read and write". In this regard, Nation (2001)
states that "vocabulary knowledge implies knowing a word in the spoken form of the
word and the spoken form can be recognized and understood in it and out of context
rather than guessed". Lehr, Osborn and Hiebert (2004) celebrate the fact that
vocabulary knowledge requires knowing both word meaning and word use. As a
result, they define vocabulary as knowledge of words and words meanings in both
oral and print language and in productive and receptive forms. More specifically, they
use it to refer to the kind of words that students must know to read increasingly
demanding text with comprehension. From those definitions, it becomes obvious that
vocabulary is a basic component to acquire language proficiency, and that vocabulary
knowledge requires knowing the meanings of words and the use of them in
appropriate contexts.

1.2. Types of Vocabulary

Various classifications were suggested to distinguish between different types of

vocabulary. But on the basis of its application, vocabulary is divided into two types:
"active vocabulary" and "passive vocabulary" (Harmer, 1991). He states that active
vocabulary consists of those words over which learners can use in their speech and
writing, as learners know the accurate meaning of those words. Conversely, with
passive vocabulary, learners are able to recognize the words and understand their

9
meaning when they appear in speech or writing pieces, though they are unable to
produce those words. Hatch and Brown (1995) stand with this point and mention that
word knowledge comes in two forms, productive and receptive. For them, active
vocabulary stands for productive vocabulary (productive side of language), which
includes the words learners use confidently because they know their meaning and
usage. Active/productive knowledge of words requires:
• The use of right words in right context.
• The spontaneous recall of words.
• Grammatical accuracy and language fluency.
On the other hand, passive vocabulary is referred to as receptive knowledge
(receptive side of language). Regardless the fact that students are able to recognize
words and words meaning from context, yet they are far away to produce them.
Passive/receptive vocabulary requires:
• A recognition of vocabulary in speech or writing.
• An acquaintance with major grammatical items or forms.

1.3. The Importance of Vocabulary

Vocabulary is an essential element in second and foreign language acquisition,

since it provides learners with the ability to master their language skills. Recent
studies show that apart from other language aspects like grammar and pronunciation,
EFL/ESL learners are supposed to develop their vocabulary repertoire in some ways
to become successful users of English in different academic environments.
Furthermore, some authors consider it more significant than grammar. Wilkins as
stated in Thornbury (2002) believes that "without grammar very little can be
conveyed, without vocabulary nothing can be conveyed" (p. 13). This point reflects
the fact that, regardless the degree of learners' competence in grammar, without
appropriate sufficient vocabulary knowledge, they can not accomplish any
communicative goals. In other words, even without grammar, with some useful words
and expressions one can find a way to communicate. Harmer (1991) also supports this
point and asserts that " choosing words carefully in certain situations is more
important than choosing grammatical structures because language learners can not use
structures correctly if they do not have enough vocabulary knowledge" (p. 154). That
is, inappropriate use of vocabulary affects negatively the communicative act, while

10
grammatical errors result ungrammatical utterances that are meaningful in most cases.
Schmitt (1997) and Nation (2001) add that vocabulary is one linguistic component
that influences development of communicative competence and learners' language
skills as well.
Moreover, Laufer (1997) states that vocabulary learning is at the heart of
language learning and language use. That is, vocabulary is considered as an effective
tool for mastering all language skills; as well as, it provides learners with a great
contribution to achieve an understanding of both spoken and written texts. Indeed,
learning vocabulary does not require only knowing the meaning of words, but also
understanding their functions and applicability to different contexts and situations.
Consequently, course designers aim to assist learners to acquire language not as an
abstract system of vocal signs, but as a tool that allows learners to know what
utterances are useful to communicate effectively, and what utterances should be
avoided in a given context. In short, vocabulary knowledge is the most required skill
EFL/ESL learners need to learn . It is on vocabulary that all the other language skills,
reading, writing, speaking, and listening are based and developed.

1.4. The Amount of Vocabulary Needed by an EFL Learner

According to some researches, learners of second/foreign language need to

have certain amount of vocabulary in that language, in order to use it effectively and
appropriately, and to acquire a critical comprehension about it. In order to decide how
many words do foreign learners need to know; Nation (2001) believes that there are
three main points should be addressed at first. 1) The number of words in the
language, 2) the number of words known by native speakers, and 3) the number of
words needed to use the language.

1.4.1. How many words are there in the language

Native speakers; however, do not know all the vocabulary of the language. With
the fact that there are numerous specialized vocabularies; words that are not used by
the majority, such as those of nuclear physics, computational linguistics, and other
words that are known only by small groups which are specialized in those areas,
sometimes those groups are called "discourse communities". Thus, for the
identification of the exact number of words are in the language, Nation believes it to

11
be a recondite area of study. According to him, there are several questions that could
affect the answer: what should be counted as a word? The words pen and pens should
be counted as the same or as different words? What about words with more than one
meaning, which are called Homographs; like the words, bow, lie, green,? Do we count
people 's names? Do we count the names of products? Nation (2001) mentions that
researchers who tried to solve this question, " How many words are there in the
language", tend to count the number of words in very large dictionaries. Like,
Webster 's Third New International Dictionary (the largest non-historical dictionary of
English), which contains around 114,000 word families excluding proper names,
which is a very large number and is well beyond the goals of most first and second or
foreign language learners.

1.4.2. How many words do native speakers know

Recent reliable studies (Goulden, Nation and Read,1990; Zechmeister,

Chronis, Cull, D'Anna and Healy, 1995) show that educated native speakers of
English know around 20,000 word families (excluding proper names and
transparently derived forms). In addition, for each year native speakers add an average
1000 word families to their vocabulary store.

1.4.3. How many words are needed to use the language

Nation (2001) celebrates the fact that words are divided into two different
groups: a group of "high frequency words" that represents basically the most common
used words, that occur mostly in all kinds of language uses, and a group of "low
frequency words", which includes words that occur very infrequently and cover only
in a small proportion of any text. Moreover, Thornbury (2002) indicates that the
number of words that EFL/ESL students need to know depends on their needs. That
is, the amount of words needed to achieve reading comprehension is not the same if a
learner wants to take part in a conversation. He adds " an EFL learner needs a core of
vocabulary that will serve him/her in most situations; this core would be about 2,000
words" (p. 26). In short, the essential amount of words needed to use English
language may considerably differ from one learner to another. That is, EFL/ESL
learners ' need of vocabulary is completely based on their different linguistic

12
purposes. For example, we may find a learner needs 200 words to construct a short
paragraph, while another learner needs only 100 to lead a conversation. Though,
learners ' vocabulary knowledge limits their abilities and achievements in the
language. In other words, if a learner knows 200 words, he/she can use and
understand the language inside the 200 words boarders.

1.5. Learning Vocabulary

"Building up a useful vocabulary is central to the learning of a foreign

language at primary level" (Cameron, 2001). Based on this claim, vocabulary learning
is viewed as one of the major challenges foreign language learners face during the
process of learning a language (Ghazal, 2007). Vocabulary acquisition is regarded as
a complex cognitive process, because learners tend to pass through different learning
stages, until each new vocabulary item will be perfectly stored in their memory. Since
vocabulary acquisition is not simply about acquiring the knowledge of the word, its
meaning, and use in certain context, but is an ongoing learning process about the
different word aspects, including phonology, morphology, and syntax, and more
importantly, the word relatedness to other words and contexts. To put it differently,
the process from the first encounter of an unfamiliar word to the conceptualization of
the word and word use is cognitively complicated process, especially for learners who
live in non-native English speaking country. Moreover, other learning factors may
affect the effectiveness of acquiring new words. Morgan and Rinvolucri (1986)
support this fact and state that "the acquisition of vocabulary is a branching, intensely
personal, social, and an experiential process, too" .

1.5.1. Vocabulary Learning strategies

"The word vocabulary has long connoted word lists, and vocabulary
learning strategies have been tantamount to techniques that help commit
these lists to memory"
( Gu and Johnson, 1996, p. 644)

According to Gu (2003) as cited in Folse (2004), a learning strategy refers to a series

of actions a learners takes to facilitate the completion of a learning task, while
vocabulary learning strategy represents the tool in which learners use to acquire

13
vocabulary, as a result they refine their language skills. In this regard, EFL learners
may employ different learning strategies that they believe to be an effective way to
vocabulary acquisition. Moreover, Ellis (1994) supports the idea of variety in learning
strategies and includes that successful learners use more strategies than unsuccessful
ones. This is, the more dynamic strategies learners adopt, the more learning
opportunities they will have. However, Folse (2004) states that there are both a good
and bad strategies, too (p. 87). In other words, the better learning strategy EFL
learners employ, the more they can improve proficiency and self-confidence. Folse
(2004) believes that vocabulary learning strategies are not supposed to work
effectively with all learners. Therefore, EFL learners are necessarily required to apply
their favorite and preferred strategies to be proficient and self-confident, since
language learning strategies encourage greater overall self-direction for learners.

Some acknowledged vocabulary learning strategies can be listed as follows:

Gairns and Redman (1986) recommend EFL learners to use "Visuals":
● Diagrams
● Word Trees
● Cards containing information about lexical items
● Putting the hyponyms in a list under appropriate terms

Figure 01: Word trees (Gairns & Redman, 1986)

14
Also, (Thompson 1987, Oxford & Crookall 1990; Schmitt 1997) mention some
learning strategies:
• Word lists
• Flash cards
• Dictionaries: Bilingual dictionary (provides a translation or explanation in
another language; Eng=Arb), and Monolingual dictionary (explains the meaning
of a word in the same language; Eng=Eng)
• Analyzing word parts
• Word grouping
• Association
• Vocabulary note book
• English media (e.g., novels, magazines, and newspapers)

In addition, some authors recommend EFL learners to:

• Use vocabulary trees
• Learn collocations
• Group words in themes
• Add context

Furthermore, McCarten (2007) emphasizes on the idea that EFL learners should
follow a systematic learning process and build up a well ordered vocabulary
repertoire, taken into consideration the frequency, utility, and learn-ability of words.
In other words, learners have to learn the most frequent, useful, and learnable words
firstly, and more difficult low frequent words should be sidelined to be learned at a
later time. In conclusion, EFL learners ' language needs and purposes are different, so
each learner should try to employ various learning strategies, until he/she could find
out what strategy will be the best to accomplish the target that is expected. Folse
(2004) states "there is no one strategy or training that is better than other" (p. 100).

15
1.5.2. Remembering Vocabulary

"There is no point in studying new words if they are not remembered"

(Scrivener, 1994: 88)

In addition to the challenging task of learning effectively a new word, EFL learners
are typically most worried about remembering the learned words. EFL learners
sometimes believe that they are unable to remember some new words they attempt to
learn. Those new words are probably not associated to memory effectively, and not
stored in such a way they may be easily retrievable whenever necessary. In the late
1970s, reliable and valid researches have been conducted concerning vocabulary
memorizing strategies. As a result, the use of association, has been proved to
represent an effective assistance to vocabulary remembering. Cohen and Aphek
(1980) support this notion and make the use of association the main concern of their
studies. For them, successful associations would be the ones in which two items
(words) were closer semantically and phonologically, or which had an emotional
impact on the learner. Oxford (1990) also emphasizes the importance of associations,
and mentions some specific memory strategies that help to consolidate the connection
between word form and meaning in memory:

1- Grouping materials into meaningful units.

2- Placing new words into a context, such as a meaningful sentence (new words
should not be learned in isolation).
3- Associate new language information ( new words) to concepts that are already in
memory (known words).
4- Using semantic mapping.
5- Using key words with auditory, or visual links (pictures, graphs, trees,…).
6- Representing sounds in memory in such a way that they can be linked with a target
language word (through reading and listening).
7- Using mechanical techniques: writing words on cards and moving cards from one
stack to another when a new word is learned.

16
In addition, Rivers (1983) claims that vocabulary memorizing strategies should be
based on learners ' satisfaction and choice. Because he believes that learners should
not be forced to learn, but instead to motivate them to. Thus, he recommends learners
to:
1- Make lists and memorize them.
2- Read and highlight new words.
3- Put new words in context and write them repeatedly until their meaning and use are
assimilated.
4- Make associations with words that sound/look similar in L1, even though the
meaning may be different.
5- Read dictionaries.

Pemberton (2010) also mentions some strategies that could help learners with
memorizing new words:
• Practicing and using the new words.
• Recording the words/phrases on tape and listen to them.
• Writing new words and putting them round the room/house furniture.
• Putting the words into sentences.

To sum up, EFL learners should be aware of the various existing strategies that may
enable them to effectively memorize new vocabulary items. As well as, EFL teachers
have to foster students ' motivation to employ different strategies, and provide them
with more opportunities to practice their knowledge.

1.6. Vocabulary Teaching Techniques

Sometimes, EFL teachers fail to find an effective way to raise their learners '
awareness about the significance of vocabulary, especially if learners are demotivated,
and consider learning vocabulary as a boring activity. Therefore, it would be better if
EFL/ESL teachers invent innovative techniques in teaching vocabulary in their
classrooms, yet simplicity in teaching remains favorable by many teachers and
learners as well. Among plenty of suggested teaching techniques, EFL teachers have
to be selective and choose the most effective and appropriate ones, taken into

17
consideration that their techniques should contain a judicious blend of coherence and
variety. Indeed, researchers have provided EFL teachers with many techniques.
Campillo (1995) suggests a good option of techniques to teach vocabulary, divided
into: visual techniques, verbal techniques, and translation.

1) Visual Techniques: By these techniques, teachers can use visuals, such as

flashcards, photographs, board drawings, wall charts, and realia. Also, other useful
tools such as, data projects, computers and presentation soft wares, like Power Point,
which is so helpful for teachers and enjoyable for learners.

In fact, there many reasons why visuals are considered as an effective teaching tool.
Hadfield (1999) believes that visuals do not require hard efforts to use, and that they
serve teachers in which they can motivate their learners to engage and practice. In
addition, some authors also think that visuals help to break monotony and foster what
the learners are hearing.

2) Verbal Techniques: They refer to the techniques that are presented orally. In here,
teachers may present new vocabulary items by using: synonyms, opposites,
definitions, and sometimes some illustrative situations to explain abstract words.

3) Translation: Whether to use translation (bilingual/ monolingual) inside classrooms

or not, is a question has been discussed by many researchers. For some, it is
considered as the simplest way for presenting vocabulary. Besides, it provides instant
information about the basic meaning of the foreign language word. That is, translation
helps students to avoid possible mistakes they often commit when learning
vocabulary. Duff (1989) went further to state that translation helps learners to develop
and refine three qualities: accuracy, clarity, and flexibility.

However, using such technique may cause problems in learning for both teachers and
learners. Gairns and Redman (1986) argue that translating words may lead to some
difficulties for learners, and create misunderstanding as well, because sometimes
learners can not find their exact mother tongue (L1) equivalents. Additionally, it
constrains learners to develop their abilities to understand and recognize relations
between different items in the new language (L2). Moreover, this method can be too
18
easy for the most of learner, especially with the growth of technologies, as a result
they can lose their willing and interests to learn vocabulary (Harmer, 1991).

To bring it together, EFL teachers need to be flexible and selective at the

same time. They may use one technique, but they should not ignore others. For
example, they can sometimes use visuals in addition to or instead of using verbal
technique. More importantly, they have to maintain the motivation of learners at all
time; as Morgan and Rinvolucri (1986) once said "for learning to be effective,
attention must be paid to the students ' own process of learning" (p. 05).

1.7. Vocabulary Learning Difficulties

Vocabulary learning has been of interest to several researchers in second and

foreign language acquisition. However, some recent studies have revealed that,
sometimes the process of learning vocabulary may slow down as a result to various
learning difficulties. According to Nation (1994), the complexity of vocabulary
learning, would be one main reason of learning difficulties, because EFL learners are
required to learn many other aspects of the one word besides its pronunciation and
spelling, including the word different functions, the range of various meanings the
word has, especially when learners use their mother language (L1) to compare and
measure the meaning.

Moreover, the different changes the word can take (suffix and prefix), the meanings
the word takes when it collocates with other words. Moreover, selecting what
vocabulary items to learn, can be a difficult task for many learners, unless they can
distinguish between high frequency and low frequency words. Furthermore, Roger
(1995) mentions some factors that may cause difficulty to vocabulary learning; such
as, the existing similarities between L2 and L1, especially at primary level, similarity
between new words and already know ones, word connotation and denotation, words
spelling and pronunciation, and collocations. Thornbury (2002) succinctly mentions
the main factors causing difficulties in learning words are: pronunciation, spelling,
length of words, grammar patterns used with a particular word, meaning and range,
connotation and idiomacity of words.

19
In conclusion, researchers believe that such factors might cause serious difficulties in
learning, unless EFL teachers stop using what researchers have deemed as time-
consuming and insufficient traditional vocabulary teaching methods, that focus on the
conceptual meaning, and yet ignore the other aspects of vocabulary.

1.8. Vocabulary Development

"It is self-evident that even if you know the grammar and the rules of
communication of a giving language; if you do not know enough vocabulary
You will not be able to express yourself adequately"
(Bowen, 1994, p. 91)

Learning vocabulary in any language is certainly very significant. It does not only
contribute in the comprehension and the production of the language, but it helps both
EFL learners and teachers to control the performance and the acquisition of any
language skill. That is, a limited vocabulary knowledge, undoubtedly will prevent
learners to achieve their language goals. How to improve vocabulary knowledge? is a
question that has been the area of study for many researchers. McCarthy and O'Dell
(1994) believe that reading and listening are the best way learners can use to improve
their vocabulary. In this regard, they state some useful points:
• Reading novels, newspapers, magazines,…
• Exploring websites (educational ones).
• Watching videos and documentaries.
• Listening to the radio and to native speakers.

To sum up with a famous proverb that crystallizes the importance of practice, said by
John Adams in1761 "practice makes perfect". That is, if learners desire to extend their
vocabulary knowledge, they have to use and practice what they have learned
whenever they find the opportunity to.

Conclusion

Concerning vocabulary nature, it is one complex and difficult aspect to master

even for advanced learners. As mentioned earlier, mastering vocabulary of a certain
language, does not only require having a comprehension of its lexical features, but

20
also an understanding of its changeable meanings in the used contexts, as it requires
also the ability to use such vocabularies to fulfill the other skills ' requirements.
Therefore, different vocabulary learning strategies, in addition to some vocabulary
teaching techniques were discussed in this chapter, which highlights vocabulary
importance and fosters learners to adopt the most effective methods of learning, and
teachers on the other hand, to be flexible in terms of selecting their vocabulary
teaching techniques.

21
 Chapter Two: Facebook Impact on English Language

Introduction

Facebook uses are growing and keep changing day after day. In addition to its use
by different social classes, it is no more a tool for communication and socialize with
people only, but also a setting of acquiring and applying new learning materials by
youngsters, especially EFL university students. As a result, educators and course
designers ' interests are in raise, in a time where integrating information and
communication technology (ICT) into pedagogy has become an urgent necessity.

2.1 Facebook Overview

Indubitably, social networking (SN) has became one essential part of life for all
people all around the universe. Boyd and Ellison (2008) consider social networking
site (SNS) as the latest online communication instrument that allows its users to
design a private/ public profile to interact with people in their networks. In other
words, it fosters interactions between online users in a way individuals can
communicate and exchange knowledge instantly and independently from their
different geographical locations. Facebook, MySpace, and twitter, just to name a few,
are the top SNS of today. Among these three SNS, Facebook due to its global spread,
is today 's people first nominated website, as it stands as the most popular with huge
number of users. The website was invented by Mark Zuckerberg in February 2004.
With the assistance of his university colleagues, he lunched his first version of this
website under the name of "The facebook.com", to change it after one year (2005)
into "Facebook". The secret behind creating Facebook was to allow students of
Harvard University to communicate and make friendships. Indeed, Mark was inspired
by the paper called "Face book" that professors receive at the beginning of the year to
help them identify new students. From Harvard University to other universities to
high schools into a site that can include anyone over the age of 13 with a valid e-mail
address. As of 2009, Facebook is the number one SN in the world, with more than one
billion of users using it for different purposes, but mainly as a form of
communication.

22
 Additionally, Facebook, restricted to its primary intention which is to connect
people, provides an attractive social interactions and yet it is a way to explore others '
cultural behaviors and people 's life styles. In this way, it greatly contributes to social
life, as some authors mention that it removes the most common barriers that may limit
people 's regularity of communication, upholding the geographical differences, social
classes, and other inter and intrapersonal factors that may mostly discourage people to
accomplish their communicative goals.

Figure 2: A Facebook profile page (Google source).

Facebook is equipped with a variety in its applications and characteristics, that

significantly facilitates the communication process. Apart from its speed whereby
communicators can share new, ideas, and pictures within seconds, Facebook users can
share and announce events, share and comment on pictures and posts, create social
groups, such as groups of friends, students, employees, …etc. Also, it enables users to
post notes and exchange ideas, opinions, and more, as well as it is available in more
than 43 languages. In other words, Facebook different types of applications are
basically designed and developed to suit a range of different personalities without
discriminating certain individuals. Accordingly, it becomes obvious why such a large
number of diverse societies are attracted to Facebook (Ryan, 2011).

23
2.2 Advantages and Disadvantages of Facebook to English

Language Learning

Facebook has been proved to be a double edged sword, due to its advantages and
disadvantages that may significantly affect English language learning. Because of
Facebook unique and fun environment, it considerably decreases learners 'stress levels
and yet increases their engagement and interaction. Wu and Hsu (2011) believe that
Facebook arena helps English language learners enjoy interacting with peers, in a way
they feel comfortable to express their ideas and opinions in English. In addition,
Facebook informal setting helps learners feel less pressure and more confident to use
English. Accordingly, (White, 2009; Zaidieh, 2012) state that Facebook provides
language learners with perfect and adequate opportunities to interact with their
teachers and peers, and it helps them feel comfortable and less stress. Additionally,
Yunus and Salehi (2012) mention that Facebook plays a positive role and helps
learners develop their creative thinking skills, in a way it positively fosters their brain
storming ability and thinking skills as well. Moreover, White (2009) celebrates the
fact that using Facebook for a discussion group increases students 'level of effort and
motivation, since its platform provides them with the opportunity to engage in multi-
level interactions, whereby they become highly motivated to participate and freely
express their opinions. Thus, positive Facebook interactions help students build up
self-confidence and increases their motivation to acquire positive attitudes towards a
language learning. Facebook as McCarthy (2010) mentions, often removes some
common learning barriers for language learners. That is, Facebook activities help not
only advanced learners, but also lower language proficient students to have the ability
to participate and gain knowledge in such enjoyable and motivating manner. Yunus
and Salehi (2012) also state that Facebook enables language learners expand their
knowledge, in which they can use it for academic and educational goals; by creating
new ways of interactions with their teachers that have ultimate academic orientation.

Despite evidence for the positive impact of Facebook on English language learning,
some researchers have also mentioned some of its negative impacts as well. (1)
Facebook is described as an open environment, since it allows users to see what

24
others are sharing and posting on it. Consequently, Wu and Hsu (2011) state that
facebook could lower students 'motivation to write, because they feel stressed that
others will be able to see their weak performance and criticize them accordingly. (2)
Distraction can also be classified as one negative impact caused by Facebook. For
some students, it is easy to lose concentrating on learning while using Facebook.
Thus, they tend to entertain themselves and follow unnecessary details instead of
focusing on their academic work (Yunus, 2012). (3) Moreover, Facebook chatting
habits affect negatively learners 'writing skills, since they are unable to find the right
way to use their Facebook conversation language to accomplish academic tasks that
are devoted to academic language only, but instead they tend to acquire colloquial and
abbreviated language. That is, using Facebook to communicate usually requires
learners to follow specific linguistic system based on acronyms and informal
structures, that greatly differ from the standard language that learners aim to learn at
institutions.

ASAP As soon as possible

AFAIK As far as I know

2moro Tomorrow

2N8 Tonight

BRB Be right back

LOL Laugh out loud

Gn Good night

N And

BFF Best Friends forever

Abt About

Y Why or Yes

Wru Where are you?

Figure 03: A table of some common used abbreviations on Facebook

(Google source).

25
2.3 The application of Facebook in EFL classrooms

Due to Facebook influence on many various fields, distinctively on pedagogy,

many studies have been conducted to explore its potentials for pedagogical purposes.
Taking into account the various benefits of Facebook, many researchers believe that it
represents an adequate teaching and learning tool. Some researchers believe that
integrating Facebook with pedagogy as a teaching and learning method significantly
reflects a learner-centered approach (Shih, 2011; Zaidieh, 2012). In other words,
learners will be able to learn the language in their own way and pace as well. Shih
(2011) states that Facebook fosters interactions between learners and learners-
teachers, since it provides the possibility for collaborative and cooperative learning,
whereby learners can help and get assistance from others.

Moreover, Facebook reduces learning stress with a fun and flexible environment, in
which learners can access synchronously and asynchronously, an access that enables
them to collaborate and exchange knowledge without the need to meet, or to work
simultaneously (White, 2009; Shih, 2011). Some researchers also mention that
Facebook create an inner motivation in learners (Kabilan, 2010; Promnitz- Hayashi,
2011; White, 2009; Wu & Hsu, 2011; Yunus & Salehi, 2012), in a way it stimulates
them to search for knowledge and fulfill their learning curiosity. They also state that
Facebook helps students become confident towards their linguistic abilities and
performance, since it excellently represents the informal setting where students can
make mistakes and learn from them. Additionally, Yang and Chen (2008) believe that
integrating Facebook in the pedagogical practices will positively transform the
learning process from in-class learning into learning outside the classroom. According
to them, Facebook enables knowledge exchange in different ways, such as virtual
communications, online meetings and discussions that were not possible before, as
well as it avoids the tension and boredom of the classroom.

On the contrary, other researchers have some concerns about using Facebook in EFL
classrooms. Cassidy (2006) claims that Facebook is inappropriate tool for educational
tasks, and mentions that students as Facebook users, inside classrooms, will easily get
distracted by its recreational contents that are a part of Facebook features. Thus,
Facebook is believed not to be a suitable environment for formal teaching and
learning activities (Kabilan, 2010; Shih, 2011), with the fact that using Facebook will
26
significantly minimize the use of other materials, such as books, that have been
proved and acknowledged as beneficial teaching and learning tools. Kabilan (2010)
adds that Facebook is not considered as an appropriate learning tool. This notion is
represented by students that are accustomed to books and traditional learning
methods; such kind of students who thinks that the already existing materials can not
be replaced by Facebook. In addition, Facebook informality does not only help
students communicate freely, but it makes them ignore the fact that their language
formality could be effected. As a result, learners tend to acquire new writing habits,
including short forms and informal structures, which will lead to grammatical
mistakes (White, 2009).

2.4 Pragmatics

In fact, pragmatics is defined by many linguists and researchers from different

perspectives. Thus, it can be described as a subfield of linguistics that deals with
communication. More specifically, it studies how people interact when using
language. O'Keeffe (2011) describes it as an outgrowth of language study, which is
concerned with the speaker, the hearer, and the context. Indeed, pragmatics unlike
phonology, syntax, and semantics, does not study language in its own. Accordingly,
Kecskes (2013) asserts that it involves communicators manipulate language to shape
and infer meaning in a socio-cultural context. Crystal (1997) also supports this notion
and defines pragmatics as "The study of communicative action in its socio-cultural
context". Additionally, pragmatics is related to production and interpretation of
language in relation to contexts of use (Chapman, 2011). That is, it is connected with
how language is actually used by its speakers to interact with others. In short,
pragmatics deals with the contextual factors that influence individuals ' linguistic
choice.

27
2.5 Pragmatic Characteristics of Analyzing Facebook

Discourse

As it was mentioned in earlier point, that pragmatics deals with the contextual
and social factors that may affect speakers 'linguistic choices, it has also some points
to be highlighted when analyzing Facebook discourse:

A. Context: Recent studies have proved that pragmatics studies the meaning of words
in a given context, analyzing the parts of meaning that can be explained through
knowing the contextual factors influencing communication, including time, place, the
situation, participants, religion, age, gender, and personalities. These are pragmatic
elements should be included in the context when analyzing Facebook discourse.

B. Maxims and Cooperative principle (M and C.P) : This refers to the way
Facebook communicators are engaged in a conversation. The C.P is divided into four
maxims of conversation known as "The Grice 's Maxims". These four maxims help
identify people who tend to follow the C.P to lead an effective communication:

1. Maxim of Relation: It refers to how much Facebook communicators are relevant

to the discussed topic. This of course could be observed from their utterances.

2. Maxim of Quality: This refers to the communicators 'intentions. Thus,

communicators when applying the C.P tend to be honest and say what they believe to
be correct and reflects the reality.

3. Maxim of Quantity: Facebook communicators in here are supposed to be

informative, in a way they provide required information only.

4. Maxim of Manner: Facebook communicators are supposed to deliver their

messages in a perspicuous way; by avoiding obscurity and ambiguity of expression.

c. Politeness: This point represents the linguistic choices communicators make in

order to give space to others and show friendly attitudes while engaging in
conversation. Also, it provides communicators with the chance to protect their face
from being threatened. Face is referred to as "The public self-image" that every
person tries to protect. Face threatening act is an act that damages the face of the
addressee/ the speaker by acting against the wants and desires of the other, sometimes

28
by being rude, giving orders, and inappropriate comments. In short, the way Facebook
communicators maintain politeness occurs in sharing posts, status, and clearly in
chattrooms where they participate in different conversations. Moreover, in the domain
of politeness, there are three major aspects help communicators maintain politeness
and raise to the addressee 's expectations:

1. Distance: It refers to the social distance between communicators.

2. Power: This includes communicators 'position in society, age, and social status. In
other words, the relative power of communicators over one another.

3. Rank (also known as Risk and imposition): This is mainly about the risk posed
by the message, which one communicator has to convey to the other, as it depends on
the content of the message.

D. Conversational Analysis: Analyzing the way communicators are processing a

conversation helps identify the pragmatic features and the external factors that may
affect the communication process.

Conclusion

This chapter was concerned with Facebook and its utility in education. It discussed
its advantages and disadvantages to English language learning, and its application in
EFL classrooms as well, which has been referred to as a topic of an infinite debate
between course designers and linguists. In addition, the concept of pragmatics has
been discussed as well, since it presents a perfect framework for analyzing the
discourse of Facebook. Thus, it is safe to say that, Facebook could enhance
communication and co-operative learning, as it may cause EFL learners language
distortion.

29
 Chapter Three: Discussion of the Students ' Questionnaire, the Students '
Chattroom Conversation, and the Teachers ' Interview

Introduction
Investigating the impact of Facebook language use on EFL students 'vocabulary
learning is mainly the ultimate goal of the current research paper. In order to reach the
research expectations, three main data gathering tools were used. A questionnaire, an
interview, and an analysis of chattroom conversation. The questionnaire was designed
for third year EFL students, the interview was given to their teachers, while the
analysis was made for five students chosen from the participants.

1. Analysis of The students 'Questionnaire

1.1. Sample Description

The respondents of the questionnaire were 30 students chosen among the total number
of the third year LMD students 'population (120) at M'sila University.

1.2. Questionnaire Description

The students' questionnaire was created basically to collect information

concerning their opinions and attitudes towards English language learning, vocabulary
learning, and most importantly, the impact of Facebook on their vocabulary learning.
The questionnaire is consisted of 24 items categorized by two types: close-ended
questions where students are asked to tick the appropriate answers, and open-ended
questions whereby students have the ability to justify their answers. The questionnaire
is divided into four parts; each part addresses particular points. The first part is mainly
about students 'general information and it contains four questions. Part two is related
to students 'vocabulary learning process and it contains eight questions. The third part
includes 11 questions designed to discuss students 'opinions and beliefs concerning
the impact of Facebook language on their vocabulary learning. The last part is based
on an open-ended question, that allows students provide their suggestions concerning
the impact of Facebook language on their vocabulary learning process and on their
English language learning based on their personal experiences.

30
1.3. Analysis of The results

Part One: General Information

This part is intended to collect data about the students 'personal information,
including their age, reasons behind choosing English as a branch of study, the
language importance, and how do they assess their linguistic proficiency.

Question 01: Specify your gender

a. Male b. Female

30%

Female
70% Male

Figure 04: Students 'Gender

The questionnaire was designed for both male and female students. Accordingly, this
questions aims to identify students 'gender. Clearly, the figure 04 shows a high
percentage for females (70%), while males represent only 30%. This reflects females '
high interests to study English at University.

Question 02: Why to study English ?

a. To get a job b. To travel c. I love it

31
 33%
50% To get a job
To travel
17% I love it

Figure 05: Reasons of choosing English

This question was designed to know students 'different reasons of choosing English as
specialty at University. Multiple choices were provided as shown on Figure 05. The
figure reveals that 50% of students, which represent the majority prefer to study
English in order to get a job, 33% of them study English because they love it, while
17% have chosen English because they need it to travel. These results support the
fact that most EFL students at M'sila University study English for the sake of getting a
job.

Question 03: Do you think that English is important in your life ?

a. Yes b. No

Yes
No
100%

Figure 06: The importance of English

32
Students were asked about the importance of English language to their life. All of the
respondents (100%) answered positively, which indicates that they are aware of the
international impact English language has, and that it plays significant roles in Algeria
even as a foreign language (FL).

Question 04: How do you rate your English fluency ?

a. Weak

b. Good

c. Very good

d. Excellent

6% 6%

25%
Weak
Good
Very good
63%
Excellent

Figure 07: Students 'fluency level in English

This question was asked to understand how do students think about their English
fluency. According to figure 07, most students (63%) claimed that their fluency
degree in English is good. Others (25%) stated that they are very good. Meanwhile,
the rest percentage of them (12%) was equally divided between students who think
that they are weak (6%), and those who think that they are excellent (6%). Results
indicate the diversity in students 'level of fluency, that may back to students 'various
learning techniques and the amount of practice.

33
Part Two: Vocabulary Learning

The second part deals with students ' perceptions and beliefs concerning
learning vocabulary, its importance to their English language, and whether they have
difficulties with vocabulary development.

Question 05: Do you consider vocabulary as a significant aspect in your English

learning ?

a. Yes b. No

3%

Yes
No

97%

Figure 08: Students 'perceptions towards vocabulary importance in English learning

This question was asked to figure out how much vocabulary is important for students
in their English language learning process. According to the results, vocabulary is
considered as a very significant part in English language, which means that
vocabulary is the core aspect and without it learning English would be difficult.

Question 06: How would you rate your vocabulary knowledge ?

a. Poor c. Fair
b. Good d. Excellent

34
 7% 7%

20%

Poor
Good
Fair
66% Excellent

Figure 09: Students ' level in vocabulary knowledge

By this question, students were asked to evaluate their vocabulary knowledge level.
Unexpectedly, the majority of students with 66% believe that they are good. 20% of
them answered with fair. 7% of students claimed that they are excellent, followed
with 7% of them believe to have poor level. The results show that students are aware
of vocabulary significance to their language performance, as a result they tend to
employ different vocabulary learning strategies that may help them acquire strong
storage of vocabulary.

Question 07: How often do learn new words during the session ?

a. Rarely c. Often

b. Sometimes d. Never

35
 0%
7%

20%

Sometimes
Often

73% Rarely
Never

Figure 10: Learning vocabulary during the session

The aim of this question is to know whether students acquire new words during their
learning courses. Accordingly, the majority of students (73%) replied that they
sometimes acquire new words during the session, 20% of them learn new
vocabularies often during the session, and 07% of them answered with rarely.
However, no respondent has answered with "Never".

Question 08: When you learn new words, how often do you use a dictionary ?

a. Always d. Hardly ever

b. Very often e. Never

c. Sometimes

0%
13% 10%
13%
Always
Very often
Sometimes
Hardly ever
64%
Never

Figure 11: The use of dictionary

36
This question is to realize how often dictionaries are used by students when learning
new English words. As it is shown on Figure 11, the majority of students stated that
they sometimes use a dictionary to learn new words, and a few of them representing
10% answered with always. Moreover, there are some of them (13%) who hardly ever
use dictionaries and some of them (13%) who very often use them. This indicates that,
the frequency of using dictionaries differs from one learner to another, and it depends
on learners ' learning abilities and skills.

Question 09: Do you find enough opportunities to practice your new words ?

a. Yes b. No
- In what modules, please specify.

47%
53% Yes

No

Figure 12: The amount of the available opportunities to practice new words

The aim of this question is to see if students get enough opportunities to practice their
new learned words and in what modules. According to the results displayed on the
figure 12,53% of students believe that they do not have enough opportunities to
practice their vocabulary knowledge, while 47%of them think that the study modules
provide them with sufficient practice opportunities. In addition, an overwhelming
majority of students stated that "Oral expression" and "Written expression" modules
are the only modules where they can use and practice their vocabulary. This reflects
the fact that, teachers are the only chance creators and chance takers as well.

37
Therefore, they have to provide their students with much more opportunities in order
to refine their vocabulary repertoire.

Question 10: Do you think that vocabulary teaching is given attention from your
teachers ?

a. Yes b. No

6%

Yes No

94%

Figure 13: Students ' opinions about their teachers ' intention given to
vocabulary

From the shown results, it is noticeable that 53% of students believe that vocabulary
teaching is a part from their teachers ' interests and concerns, while the rest percentage
(47%) of them think the opposite, that vocabulary is ignored by their teachers and that
vocabulary instructions are always absent. This indicates that, students are interested
in learning vocabulary, and may the ignorance of this fact by their teachers cause
them a lack of vocabulary knowledge.

Question 11: Vocabulary should be taught as a module, do you agree:

a. Strongly disagree c. Strongly agree

b. Disagree d. Agree

38
 10%
6%

47% Strongly disagree

Disagree

37% Strongly agree

Agree

Figure 14: Students ' opinions concerning studying vocabulary as a module

According to the figure above, most learners (47%) agreed with having vocabulary as
separate learning course, followed with 37% of them who strongly agreed with this
idea. This indicates learners ' strong belief and clear understanding of vocabulary
importance to their language learning.

Question 12: Do you have difficulties with vocabulary improvement ?

a. Yes b. No

47%

53%
Yes
No

Figure 15: Students ' difficulties related to vocabulary development

It is obvious from the figure 15, that most of students (53%) confirmed that they have
difficulties with their vocabulary development, others (47%) claimed that they do not

39
face any difficulties with vocabulary improvement process. This supports the fact
that, vocabulary development may represent a big concern to many students.

- Justifications: The following reasons were stated by learners:

- Lack of reading.

- The absence of enjoyable learning and practicing tasks inside classrooms.

- The absence of collaborative activities between students.

- Difficult language vocabulary to learn.

Part Three: Facebook Impact

This part is concerned with students ' opinions towards using Facebook, its
utility, and its impact on their vocabulary knowledge and on their language skills as
well.

Question 13:What is the most popular social networking site that you visit regularly ?

a. Facebook c. WhatsApp

b. Twitter d. All of them

24%

3% Facebook
7% Twitter
63%
WhatsApp
All of them

Figure 16: The most visited social networking site by students

40
The obtained results show that the majority of students (63%) consider Facebook as
the most popular and visited website among the others, which confirms the fact that
Facebook has invented the world to become number one site for all people, including
university students. However, unexpectedly one student stated that he/she does not
have access to any social networking site.

Question 14: Do you have access to Facebook ?

a. Yes b. No
- If yes, how much time do you spend on Facebook a day ?
a. Two hours c. Less/More, please specify
b. Three hours

13%

Yes

No
87%

Figure 17: Students ' access to Facebook

The figure 17 indicates that most of students (87%) have access to Facebook.
However, only 04 students (13%) who do not use Facebook. These results
significantly support the fact that, nowadays ' students generations are digital and
addicted to technology, and that Facebook plays important roles in their social and
educational lives as well. Moreover, students who have access to Facebook stated
that, the average time spent on Facebook is between 02 to 06 hours a day.

Question 15: What is the preferable way of communicating with others

41
 on Facebook ?
a. Chatting c. Posting status and commenting on others
b. Video calling

30%
Chatting

Video calling
7% 63%
Posting status and
commenting on others

Figure 18: Students ' preferable way of communicating on Facebook

This question was asked to figure out how do students use Facebook when
communicating with others. Multiple choices were provided, yet the figure shows that
the majority of students (63%) prefer chatting while communicating with others,
while others (30%) seem to like posting and commenting on status, followed with 7%
of them who prefer making videos calling while communicating. These results show
that, ways of communication via Facebook are not the same. Consequently, students
may adopt different ways of communication that might suit their personalities and
needs. Moreover, the results prove that chatting is the most favorable and preferable
way of communicating, because obviously it is the simplest way of exchanging ideas
and news.

Question 16: Do you communicate using English ?

a. Yes b. No
- If yes, justify.

42
 17%

Yes

No
83%

Figure 19: Students ' use of English while communicating on Facebook

The high percentage of students (83%) tend to use English as their linguistic code in
their Facebook communications, which proves the claim that Facebook represents a
perfect arena where EFL students can use and practice their language outside the
classroom. Moreover, students justified their choice by stating that Facebook helps
them practice and develop their language skills, and that it facilitates communication
with foreign friends.

Question 17: Do you think that the extensive Facebook use has any negative effect on
your vocabulary learning ?

a. Yes b. No

17%

Yes

No
83%

Figure 20: Students ' opinions concerning the negative effect of Facebook
extensive use on their Vocabulary learning

43
This question aims to explore students ' awareness towards the negative impact that
Facebook extensive use may play on their vocabulary learning process. The figure 20
reveals that, the majority of students (83%) believe that Facebook extensive use has a
negative effect on their vocabulary, while the rest of them (17%) think the opposite.
These results reflect the fact that, Facebook indeed has negative effects on students '
language, and that students may have experienced such impacts. This also may prove
the claimed hypothesis that The overuse of Facebook effects instinctively EFL
students' ability to learn the English language appropriately and correctly.

Question 18: Which one of the following do you use when writing on Facebook ?

a. Formal language (correct grammar forms, no spelling mistakes,…)

b. Informal language (spelling errors, use of abbreviations and acronyms,…)

33%

64%
Formal language
Informal language

Figure 21: Students ' written language on Facebook

This question is intended to see how do students use English language; whether they
use well formed and structured language, or abbreviated and colloquial one when
writing on Facebook. The majority of students as shown on the figure above (64%)
stated that they use informal language for communicating and writing on Facebook,
while others (33%) prefer to use formal style of writing when using Facebook. This
may reflect the fact that informal writing style is preferred by most students, which

44
may affect negatively their language formality. However, one student stated that
he/she does not use Facebook at all.

Question 19:
Part A:
Table 01: The students ' opinions on the impact of Facebook on their writing skill.

Statement Agree Disagree

1. Facebook familiarizes 80 % 17 %
me with writing in
English.
2. Facebook helps me use 53 % 44 %
English grammar correctly
when I write.
3. Facebook is killing one 47 % 50 %
's writing habits.

Part B:
Table 02: Students ' opinions on the impact of Facebook on their vocabulary
and English language learning.

Statement Agree Disagree

1. Facebook motivates me 80 % 17 %
to learn new words.
2. Facebook encourages 84 % 13 %
me to practice my
vocabulary knowledge
outside the classroom.
3. Facebook threatens my 47 % 50 %
language formality.

This question was divided into two parts: part A aims to understand students '
opinions on Facebook effects on their writing skill, while part B studies students '
opinions on Facebook effects on their vocabulary and English language improvement.
Table 01 shows that 80% of students share agreement that Facebook familiarizes them
with writing in English, followed by 17% of them who disagreed with this idea. 53%
of the students agreed that Facebook helps them employ correct grammatical uses
when writing in English, while 44% of them showed disagreement with this idea.
45
Moreover, 47% of students agreed that Facebook kills one ' s writing habits, and 50%
of them disagreed with the fact that Facebook could destroy people ' s writing habits.
Table 02 shows that 80% of the respondents agreed that Facebook fosters them to
acquire new English vocabulary, while 17% disagreed with this; 84% of them also
agreed that Facebook encourages them to put their vocabulary knowledge into
practice outside the classroom, but 13% answered with disagreement. Also, 47% of
the students believe that Facebook language threatens their language formality, while
most of them 50% revealed different opinion of disagreement with the idea that
Facebook may pose any threatens on their language formality. This strongly indicates
that students have positive attitudes about Facebook, in a way it could be a perfect
stimulus for them to enhance their writing abilities and vocabulary repertoire as well,
as it may unconsciously result negative impacts. Although, one student representing
3% has provided no answers.

Question 20: Does the way of writing for chatting negatively affect your writing skill
for academic papers or exams sheets ?
a. Yes, it does b. No, it does not

45%

55% Yes, it does

No, it does not

Figure 22: Students ' opinions on the effect of chatting habits on their
academic style of writing

The results shown on figure 22 revealed that the majority of students (57%) believe
that the way of writing while chatting on Facebook has a negative impact on their
writing, that may decreases the quality of their academic writing, while 47% of them
think that Facebook chatting habits have no negative impact on their academic writing

46
performance. These results prove the fact that Facebook has serious negative
linguistic effects on students ' academic writing, as it proves the claimed hypothesis,
which says: "Incorrect and inappropriate vocabulary use is due to the use of
Facebook".

Question 21: Do you think that Facebook is helpful for developing your vocabulary
knowledge ?

a. Yes b. No

20%

Yes

No
80%

Figure 23: Students ' opinions on the benefits of Facebook on their

vocabulary development

The aim of this question is to understand how much Facebook could be beneficial tool
for vocabulary development. The overwhelming majority of students (80%) believe
that Facebook offers plenty of positive learning opportunities, and that it represents a
perfect tool for their vocabulary development, which reflects the fact that Facebook
could be used as vocabulary and language learning instrument. As these results prove
the claimed hypothesis: "Facebook helps EFL students to develop their vocabulary
knowledge faster".

- Students ' justifications:

- Facebook written status provide new vocabulary items.

- Facebook offers educational services, like learning pages.

- Facebook offers many opportunities to communicate with native speakers.

47
- Facebook language options; putting Facebook in English helps learn new words.

- Facebook raises one ' s curiosity to understand new unknown words written in
English.

- Facebook enables communicators communicate using English language.

- Facebook helps students correct mistakes because of others directions.

Question 22: Do you think that learners who use Facebook learn more vocabulary
than those who do not ?

a. Yes b. No

30%

Yes

70% No

Figure 24: Students ' opinions on the benefits of using Facebook

The question was to see if Facebook use makes differences in learning vocabulary. As
shown on the figure above, the majority of students (70%) answered with "No",
which means that, Facebook is not the only source of vocabulary learning, and that it
is not considered as vocabulary learning tool by all students.

Question 23: Do you think that including Facebook in classrooms as a teaching tool
would be beneficial ?

a. Agree b. Disagree

48
 27%

Agree

73% Disagree

Figure 25: Students ' opinions concerning integrating Facebook as a

teaching tool

The results show that, the majority of students (73%) disagreed with integrating
Facebook as an educational tool. This shows students ' high awareness and
understanding of Facebook negative effects on their language learning, and that they
still prefer the already existing teaching tools, which may be a clear sign of their
effectiveness.

Part Four: An open-ended question

The fourth part was in form of "An open-ended question", for asking students to give
some suggestions concerning the impact of Facebook language (discourse) on their
vocabulary learning and on their English language learning process as well. Although
09 students (30%) did not give a respond to the question, the provided suggestions are
listed as follows:

A- Suggestions against Facebook:

- Facebook is inappropriate for educational purposes.

- Facebook negatively affect our language due to its lack of formality.

- Facebook distracts learners ' attention to less important tasks and kills time.

- Unless Facebook is used with standard language and for educational purposes, it

49
 should be banned from classrooms.

B- Suggestions for Facebook:

- Facebook fosters collaboration among learners.

- Facebook helps learners develop both fluency and accuracy in English.

- Facebook helps learners enrich their vocabulary repertoire and develop their
critical thinking skills.

- Facebook helps learners acquire knowledge unconsciously.

- Facebook enriches learners ' understanding of others ' different cultures (like native
speakers).

- Facebook enables learners create and engage in different social groups and pages,
that are designed to education.

1.4. Discussion of the Students ' Questionnaire Findings

The questionnaire was designed purposefully to explore "The Impact of Facebook

Language Use on EFL students ' vocabulary Learning". Accordingly, some important
results are conducted from students ' answers to this questionnaire. It is noticeable
from the results that students consider vocabulary as a very significant aspect to their
English language , and that it contributes to language proficiency. As a result, most of
students believe that vocabulary should be included in their curriculum as a learning
module. Also, the questionnaire results indicate that students face some difficulties in
learning and improving their vocabulary. Moreover, the results show that, students are
aware of the impact that Facebook language has, which may affect negatively their
language performance and vocabulary learning; though, some students have shown
positive attitudes towards Facebook. In short, most students agreed that Facebook
discourse may assist them refine their vocabulary learning skills, yet they refused to
integrate it as a learning/teaching tool inside classrooms.

50
2. The Analysis of the Students ' Chattroom Conversation

2.1. Conversation Analysis

The participants were chosen randomly from the real sample of the research. Five (05)
students among thirty (30) were collected and asked to engage in a conversation
leaded by a given topic of discussion (see Appendix two, p.85). The purpose of this
conversation analysis is the pragmatic interpretation of the students ' Facebook
conversation. Since linguistic analysis is complex and rapidly developing study, the
chosen approach to this analysis is the pragmatic one, including the analysis of some
main aspects the could help reach the goal of this analysis. These analysis aspects are:
Turn taking, politeness strategies, adjacency pair, and co-operative principle.

A) Turn Taking (TT): In conversation analysis, turn taking represents the notion that
people in conversation take turns. The figure below represents some conversation
points where T.T was supposed to take a part, but according to the figure, students
were totally ignoring T.T. Figure 26 shows that student 01 was giving his opinion,
which gives him the turn, and though he wrote "secondly", student 02 interrupted him
before he finishes his statement. Also, the figure shows that student 03 finished his
statement by a question "why", which leads to one of two things: whether he wanted
answers from the others, or he wanted to attract their attention and then adds what he
thinks, till he was interrupted by student 04, who was trying to provide his opinion
about the topic, which is something totally different from what student 03 was looking
for through his questioning statement. Moreover, the figure shows that the turn was
one student, yet he was interrupted too. This proves that Facebook conversations
could be leaded without respecting the T.T principle, because even though T.T was
ignored by students, their conversation continued with success, which may differ from
real life conversations where in most cases could be broken. As it proves that students
are accustomed to such kind of conversations, which may affect negatively their
pragmatic competence.

51
52
 Figure 26: Students ' use of Turn Taking principle

B) Politeness Strategies: Figure 27 shows that students were using some of

pragmatic strategies, that are known as Para-linguistic strategies. Students were
following these positive strategies by providing critics in form of complement,
nicknames, jokes,… Though such pragmatic markers could be interpreted differently
and of curse negatively (as negative strategies), yet the conversation did not stop.

53
54
 Figure 27: Students ' use of Politeness Strategies

Distance, power, and rank are also very important aspects to be analyzed when
dealing with politeness strategies:

1. Distance: Students ' use of such utterances (shown on figure 28) strongly
represents the close relationship between them, that may be interpreted as friendship,
or brotherhood. Also, continuing with the conversation indicates that students
interpreted those utterances positively as it was expected, and that speakers ' words
are very powerful, in a way they can put an end to a conversation by producing a
single word.

55
56
 Figure 28: students' utterances that indicate their Social Distance

2. Power: According to the samples represented on figure 29, some students ' words
carried sense of power, that would possibly be interpreted as a trying of showing
authority, strengthens, and responsibility, yet the conversation did not stop, which
greatly supports the previous point that students share close social distance, and that
such power expressions were not taken seriously by students, because by the end they
share the same social position.

57
58
 Figure 29: Students ' use of Power utterances

3. Rank, risk or imposition: The analysis of the students ' conversation shows that,
students used words that could pose threat on the others ' face, and clearly highlight a
considerable degree of risk. When student 01 used the expression "Whatever the
number is…", negative thoughts could be understood by the others; they could
understand that they are not important, nor respected, though, his use of that smiling
face emoj may had expressed peaceful intentions. student 02 use of the words
"desperate" and "hhh", could help the addressee feel with humiliation and less respect.
Also, when student 03 shifted his style from informal into formal by saying: "Which
fact! State your grounds", could cause misinterpretations for the others. In addition,
other risk utterances and their impact could be observed when student 6 responded
back as a reaction to student 5 humiliating comment, yet student 5 insisted and
described student 6 opinion with the word "Intrusion", which could raise the degree of
risk. Moreover, the others ' complements on student 6 opinion could make student 5
feel that he was wrong, which could make him feel as unwelcome, or unnecessary
member between them. The analysis shows extreme use of rank expressions, that
might be unacceptable in real life conversations, yet such risk could be minimized by
the close distance between communicators.

59
60
 Figure 30: Students ' use of Rank utterances

C) Adjacency Pair: In conversation analysis, adjacency pair is a two-part exchange

in which the second utterance is functionally dependent on the first. The analysis
shows that, students were ignoring this principle at many points of their conversation,
yet that was not enough to stop it, which highlights the importance of politeness
strategies, and reflects the significant impact social distance has. When student 1
asked student 2 for his opinion, and even he added "Go ahead", which was supposed
to add extra support to student 2, who decided to answer with "Okay old sports"; a
sarcastic answer that was unexpected to such a question. Also, when student 3 said:
"guys guys", even this is a written discourse, where normally the respond chances to
such call are lower than the spoken discourse, no student showed a respond; a
respond that could be : saying yes, what do you need?, or simply by stop typing" in
order to see what he needed to say. Moreover, though student 4 asked a question in
informal way, the addressee student did not respond, neither with a similar respond,
nor with a formal one.

61
62
 Figure 31: Students ' use of Adjacency Pair

D) Co-operative Principle: The analysis shows that all students respected the four
co-operative principle maxims (quality maxim, quantity maxim, relation maxim, and
manner maxim), since they were able to communicate and discuss the given topic in a
way they could participate till the end of discussion.

On the other hand, the analysis also shows some linguistic features, that could be
results of Facebook communicating habits. These features are presented on the
following table:

Table 03: Linguistic features of students ' Facebook conversation

"…and was told to chose two among all .. ahpiness was

included so is money .. so ichosed money pill .. twice .."
pils = pills.
Grammatical and
ahpiness = Happiness.
spelling mistakes.
chosed = Choosed.
od = Old.
pheroa
destny = destiny.
hopfully = Hopefully.
severl = Several.
hapinnes = Happiness.

63
 Fb = Facebook. prblm = Problem.
LOL = Laugh out loud. subb = Subtitle.
ppl = People. smt = Something
abt = About.
Abbreviations and
acronyms. u = You.
r = Are.
bro = Brother
plz = Please.
hv = Have.

INDEED
Misuse of and speak one by one…allright
ponctuations and okay , i tried lol
capatalization. The use of the personal pronuon " i " without capitalization
several times.
so is money..so ichosed money pill..twice..
Ignoring of the capitalization of first letters occurred many
times.

2.2. Discussion of the Analysis Results

The analysis results demonstrate that Facebook conversation is totally different from
real life ones, in a way it could be achieved without respecting the pragmatic aspects,
that add appropriateness to the communicators ' messages. Unlike real life
conversation, in which interlocutors have to respect the pragmatic aspects, otherwise
they will be unable to deliver convincing communicative messages. With students '
ignorance of some effective pragmatic strategies, such as turn taking, adjacency pair,
and some of politeness strategies, they could participate normally with the use of
politeness strategies and co-operative principle, which reflects their importance to
communication. Exaggerating in use of specific linguistic characteristics on
Facebook, and ignoring the role of pragmatic aspects, could affect unconsciously and
negatively students ' pragmatic competence and their ability to lead any conversation,
neither linguistically nor pragmatically; even if they could on Facebook, real life
conversations are never the same. In addition, the results clearly indicate the negative
side of Facebook informality and its negative impact on students ' vocabulary
learning, including structure and use, which may affect their ability to communicate
correctly and appropriately.

64
3. The Analysis of the Teachers ' interview.

3.1. Sample description

The interview was devoted to EFL teachers at M'sila University. It was made with
four teachers were chosen purposefully from different branches of teaching
(Linguistics and Literature).

3.2. Interview description

The questions of the interview were developed in attempt to understand teachers '
attitudes and beliefs concerning Facebook and its impact on their EFL learners '
vocabulary learning process. More specifically, teachers were asked 17 open-ended
questions, divided into three sections. Section one with two questions aims to collect
general information about teachers. Section two is mainly about vocabulary teaching
situation at the University, and it contains 05 questions. Meanwhile, the third section
deals with Facebook and discusses its utility as a teaching instrument.

3.3. Analysis of the teachers ' interview

Section One: General Information

Question 01: How long have you been teaching English as a foreign language at
University ?

This question was designed to know teachers ' experiences in teaching English as a
foreign language at University. The result show that the longest teaching experience is
08 years, while the shortest is 03 years and a half, which indicates that teachers have
different levels of experience in teaching English as a foreign language.

Question 02: What module(s) are you teaching in the current time ?

This question was asked specifically with the aim to know teachers ' opinions about
the issue from different perspectives. The results indicate that two teachers are
specialized in Literature; teacher one teaches literature, the other one teaches literature
and American civilization, teacher three has oral presentation techniques and applied

65
linguistics courses, while teacher four teaches translation (English, Arabic, and
French), written expression, research methodology, and cognitive psychology. This
shows that teachers are from different branches and teach different modules, which
may help collect sufficient data.

Section Two: Vocabulary Teaching

Question 03: Do you think that vocabulary teaching takes a part in the curriculum ?

The aim of this question was to know the situation of vocabulary teaching in the
curriculum. Two teachers claimed that vocabulary is given attention by course
designers, while the other two believed that vocabulary is ignored in their teaching
curriculum. These results demonstrate that vocabulary teaching greatly depends on
the teaching modules, teachers themselves, and students ' degree.

Question 04: How great emphasis do you place on vocabulary during your lectures ?

a. Great b. Very great

The obtained results show that all teachers (04) agreed with the importance of
including vocabulary during their lessons, which reflects the fact that vocabulary is a
very significant aspect in language teaching, and that teachers are aware of this
reality.

Question 05: What techniques do you prefer to present new vocabulary items ?

a. Visuals c. Synonyms and definition

b. Realia d. Translation

The results reveal that teachers ' most preferred technique of presenting new
vocabulary is using synonyms and definitions. On the other hand, no teacher uses
realia to demonstrate new words. This means that teachers sake to choose the
appropriate techniques that suit their learners ' level.

Question 06: When presenting new words, you also add their:

a. Translation c. Grammatical functions

b. Spelling

66
According to the results, most teachers (03) when presenting new words to their
learners, they add words ' spelling, translation, and grammatical functions, such as
irregular forms, plural cases, grammar rules exceptions,…). Although, one teacher
prefers to add words ' meaning and equivalents.

Question 07: Do your learners face problems in improving their vocabulary

repertoire? Why?

All of teachers (04) believe that their learners are having difficulties in improving
their vocabulary. Three of them considered lack of reading as the main reason of such
difficulties, while the other one related vocabulary difficulties to lack of practice, due
to the absence of the appropriate environment. Moreover, one teacher added that,
most learners write the new words on their notebooks without practicing them, as a
result they easily forget. Another teacher also added that, lack of motivation may also
cause vocabulary difficulties.

Teachers ' suggestions to overcome vocabulary improvement difficulties can be

concluded as follows:

- Students have to read a lot, especially short stories.

- Students have to practice their vocabulary through writing essays and presenting

oral tasks.

- Students have to choose the appropriate contexts for them to practice, like opening

conversations with learners of higher levels.

- Students have to ink the new words in specific notebooks.

Section Three: Facebook Impact

Question 08: Do you believe that Facebook arena could be used as vocabulary
teaching-learning strategy? Justify.

The results show that, two teachers answered with no; whereby one of them thinks
that Facebook can not replace the traditional teaching materials, while the other
teacher believes that Facebook is not appropriate for teaching and learning field,
because according to her, it pushes students to learn informal language (abbreviations

67
and acronyms) to be able to communicate, which may negatively affect their language
and vocabulary learning. On the other hand, two teachers showed different attitudes;
they believe that Facebook could be used as a tool for vocabulary teaching and
learning. For them, it provides both teachers and learners with various opportunities to
learn or teach new vocabulary, as it fosters interactions among them. In addition, they
believe that Facebook educational pages offer a plenty of lessons, games, and good
ready materials for acquiring new vocabulary.

Question 09: Do you think that Facebook can help learners to improve their
vocabulary knowledge? How?

Unexpectedly, two teachers provided negative answers. One of them stated that
Facebook destroys students ' language use, structure, and knowledge, while the other
one mentioned that students can not improve their vocabulary using Facebook, unless
they communicate with native speakers. On the contrary, the other two teachers
believed that Facebook can contribute positively to vocabulary improvement, and
they stated that students can improve their vocabulary using Facebook by:

-Teacher 01: Creating groups and following pages for the sake of enriching their
vocabulary.

-Teacher 02: Using purposefully the provided electronic dictionaries that facilitate
the access to new terms. And by learning from attractive posts, like poetry, short
stories, proverbs and jokes,…

Question 10: Do you think that Facebook language affects learners' vocabulary
learning process ?

Tow teachers stated that Facebook language positively affects students ' vocabulary
learning process, while the other two teachers mentioned that Facebook language
indeed has negative impact. Moreover, one of them claimed that some students do not
get good grades in their exams due to the use of Facebook language that can not be
classified but a language of a specific code.

Question 11: Do you think that extensive use of Facebook could affect learners'
language performance? How ?

All teachers answered with "Yes".

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- Teachers ' justifications:

-Teacher 01: Extensive use of Facebook affects negatively the way students use the
language, since they tend to learn by losing the academic standards of their language
that are replaced by colloquial and abbreviated language.

-Teacher 02: Extensive use of Facebook affects negatively the accuracy of students '
language formation, spelling, structure and grammar.

-Teacher 03: If students use Facebook for chatting, entertainment, and following
unnecessary details, they will be negatively affected by Facebook, because
automatically they will ignore reading, searching for knowledge, and exploring new
ways of learning.

-Teacher 04: Extensive Facebook use will push students to acquire new linguistic
features (different from their academic ones), since they may be exposed to new
levels of awareness involves high linguistic performativity.

Question 12: Do you believe that Facebook chatting habits affect learners' writing
skill? Justify please ?

All teachers share the same opinion, that Facebook chatting habits affect negatively
students ' writing skill. They justified their answer by claiming that, chatting habits,
which include the use of abbreviations, code switching, informal linguistic choices,
and with the absence of academic standard forms of language, where students tend to
focus on quantity rather than quality and accuracy, significantly affect negatively
students ' writing performance. Moreover, one teacher added that, some Facebook
discourse features sometimes could be clearly observed in students ' written outputs,
which proves the great negative influence that Facebook language has.

Question 13: Do you think that Facebook has changes the way EFL learners use the
language ?

All teachers answered with "Yes", with the clarifications of two of them. One teacher
stated that Facebook helps students acquire new strange habits to learn a foreign
language, while the other teacher claimed that, Facebook has changed the way
students think about the language, in a way they tend to focus on the content and
neglect the form.

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Question 14: Could any of your learners' misuses of language skills be related to
Facebook language ?

As expected, all teachers answered with "Yes", which means that all of them have
experienced what Facebook could result through their students ' language
performance.

Question 15: In your opinion, does the written language of Facebook pose any threat
for standard variety of the language ?

The four teachers agreed that Facebook language threatens their students ' language
proficiency. For one of them, it is quite difficult for EFL learners, especially
beginners, to master their language while using it differently on Facebook. Another
claimed that, when students get accustomed to Facebook chatting, they will use less
standard language, which may leave negative impact on them. Moreover, another
teacher stated that, students get affected because of the provided automatic corrector
(the auto-correction service), that teaches them bad habits, in a way they sometimes
fail spot their spelling mistakes when writing academically. These results answer one
of this research questions mentioned previously in literature: Does the written
language of Facebook pose any threat for standard variety of the language? .

Question 16: How could students use Facebook as learning tool ?

By this question, teachers were asked to provide suggestion/techniques/tips, that may
guide students use Facebook as a learning tool. Teachers ' tips are as follows, students
can use Facebook as learning tool by:

- Creating specific virtual groups that gather learners who use only academic language
, and who have the intention to improve their vocabulary and language proficiency.

- Creating and following useful Facebook pages, that offer learning materials, such as
learning activities, books,…

- Forming groups of interaction with teachers and colleagues.

- Practicing and refining their writing skills before using Facebook, so that it will not
affect them.

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Though, one teacher showed negative attitude towards using Facebook as a learning
tool, and claimed that "Students can not use Facebook as a learning tool".

Question 17: Do you have any suggestions for improving learners' vocabulary
knowledge through Face-booking. If no, please mention the reasons why
you think Facebook can not be that useful tool? .

Teachers were asked to provide suggestions they believe that could help EFL learners
benefit from Facebook platform and develop their vocabulary knowledge. Although,
one teacher pointed out that Facebook can not help students enrich their lexicon nor
their linguistic knowledge; but instead, it provides them with a chance to write
without paying attention to their language correctness. He added: Facebook is an
unconventional realm where unconventional language form are used. The other three
teachers argued that:

- Teacher 01: Students should be aware of the importance of Facebook in their lives
tending not only to chat using colloquial language and abbreviations, but rather trying
to interchange lessons, ideas, and share comments using academic language that can
raise their EFL proficiency and mastery of language.

- Teacher 02: Students should be conscious that Facebook is a double sword edged,
and that they should use it carefully.

- Teacher 03: Students have to use Facebook purposefully, so that they try to benefit
from it and what it provides. Students can follow Facebook pages that provide
beneficial learning stuff; they also can learn by engaging in groups of interactions and
discussions with learners and natives.

3.4. Discussion of the teachers ' interview results

As mentioned in earlier point, that the ultimate goal of this interview is to explore and
understand teachers ' attitudes and opinions concerning the impact of Facebook
language use on their EFL learners ' vocabulary learning and language learning as
well. The obtained results lead to an understanding that; first, EFL teachers have
positive attitudes towards vocabulary and its teaching, as they consider it a very
significant aspect that English language learning/teaching process should include.
Second, among many reasons, lack of reading is considered as the reason of

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vocabulary improvement difficulties. Concerning the impact of Facebook, results
show that teachers believe that Facebook language use has a negative impact, not only
on learners ' vocabulary learning, but also on their English language overall
performance. These results lead to a conclusion that, Facebook with the fact that it
may help EFL learners acquire new vocabularies in many different ways, and master
their English language accordingly, it poses negative impacts on them as well. In
addition, these results also confirm the three claimed hypotheses.

Conclusion

After discussing the results obtained from the research used tools, the initial
hypotheses are confirmed, that Facebook helps EFL students develop their vocabulary
knowledge, and that the overuse of it affects instinctively and negatively their ability
to learn and use English and its vocabulary correctly (linguistically) and appropriately
(pragmatically). It becomes interesting now to search for a way to minimize Facebook
language negative impacts, in such a way that it provides EFL learners with the
necessary abilities to acquire the right knowledge and use of the language and its
vocabulary, through consolidating them for careful engagement in such learning
platforms.

Recommendations

1. For teachers: EFL teachers are recommended to stop being skeptical towards
using Facebook as a teaching material. The fact that, students ' rate of using Facebook
is increasing day after day, leaves teachers with two options: The first option is to use
Facebook as a teaching tool, and this could be for the following reasons:

- Teachers can benefit from Facebook by using it for educational purposes, in order to
break monotonous of the traditional classrooms, especially oral and written
expression teachers.

- Facebook could help EFL teachers cope with the learner-centered approach, since it
represents new and enthusiastic method of teaching.

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- Facebook can be used as an extension to the classroom, so that students can continue
with their learning process outside schools in a fun environment.

- Teachers can create online tutorial classes, that allow them control their students '
vocabulary and language learning process.

⸭ While, the second option is to avoid using it, but instead they have to:

- Raise their students ' awareness about Facebook negatives on their English
vocabulary and language learning, by providing instructions about how to use it
correctly.

- Be careful when encouraging their students to use Facebook, especially beginners.

2. For students:

- Students should take into consideration the negative impact of Facebook on their
vocabulary, and accordingly on their English language.

- Students should minimize their use of Facebook language, by replacing it with

formal one.

- Students should use Facebook with the intentions of learning and acquiring
knowledge.

- Students should understand that Facebook could be used positively to help

increasing their chances to learn and practice the language.

- Students must give equal attention to the form as given to the content.

- Students could benefit from Facebook, by engaging into discussions and interactions
with natives and other learners, in order to develop their English.

⸭ Also, some points are suggested for further researches:

- Investigating the possibility of using Facebook language in academic contexts.

- Future research on the same area, should include all EFL teachers of the university,
in order to be able to understand the whole picture, through comparing their opinions
on using Facebook for educational purposes, so that, the results will help reach final
decision.

73
General Conclusion

Ultimately Facebook is not used only for communication, but it could also be used
for educational purposes as well, which lead this study to shed light on the impact of
Facebook language use on EFL students ' vocabulary learning, taken into
consideration this impact on their overall language performance. This research aimed
to provide practical solutions to avoid such negative impacts if there are any;
throughout asking five (05) research questions designed to guide the research to
explore valid and practical information. The first question was "What is the impact of
using Facebook on students ' vocabulary learning?". Secondly, "Has Facebook
language changed the way EFL students learn vocabulary?". The third question was
"Can EFL students improve their vocabulary repertoire by using Facebook?". While,
the fourth question was "Do students who use Facebook learn more vocabulary then
those who do not?", and the last question was "Does the written language of Facebook
pose any threat for standard variety of the language?".

Through discussing the results obtained from the students ' questionnaire, the
teachers ' interview, and the analysis of the students ' conversation, the five questions
can be answered as follows: first, Facebook has double impact, its positive effects
occur in terms of providing extra learning opportunities and materials outside the
school, as it affects negatively their ability to learn and use vocabulary correctly, in a
way if familiarizes them with new informal ways of acquiring and using the language
vocabulary. Secondly, Facebook language indeed has changed the way EFL learners
learn vocabulary, since Facebook represents new tool of learning, through chatting
and exploring new learning sources, at least for some students, which may lead them
give up using some traditional learning methods, such as reading. Third, using
Facebook has been proved to be an excellent method for vocabulary improvement,
but only if it was used for similar purposes. Fourth, in fact using Facebook is helpful
to some extent; it helps students learn new English vocabulary items, but it remains a
fashionable learning tool for many students, who prefer the use of traditional
materials. Last, the fact that Facebook written language threatens students ' language
variety, could be concluded from the results obtained from the three used research
instruments; Facebook language does not only distort students ' language appearance
as it was confirmed by students ' answers and teachers ' opinions, but also it affects

74
students ' implicit language level and ability to use the language, and that was clearly
observed on students ' chattroom conversation; even students were able to produce
correct utterances most times, but they were also unable to make benefit from their
utterances to deliver appropriate and pragmatically correct messages.

In short, Facebook can be considered as a useful learning/teaching tool, since it

increases learning opportunities, but if it is used improperly, its negative effects can
overcome such benefits. Because by the end, successful educational system is not
about using fashionable technologies, such as Facebook, despite the benefits of using
them for educational purposes, but it is about providing the appropriate materials that
suit teachers ' capabilities, and cover students ' needs and desires.

75
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 Appendix One

STUDENT’S QUESTIONNAIRE
Dear student,

I kindly ask you to take a few minutes of your time and contribute to this project, that

deals with "The Impact of Facebook Language Use on EFL Students '

Vocabulary Learning". Your answers will be of great help for the research. So,

please read and answer the questions carefully.

Thank you in advance for your kind cooperation.

Part One: Personal Information

Please put (√) in front of the right answer:

1. Your gender: ( ) Male ( ) Female

2. Why to study English: ( ) To get a job ( ) To travel ( ) I love it

3. Do you think that English is important in your life: ( ) Yes ( ) No

4. How do you rate your English Fluency: ( ) Weak ( ) Good ( ) Very Good
( ) Excellent

Part Two: Learning Vocabulary

Please put (√) in front of the right answer and justify whenever necessary:

5. Do you consider Vocabulary as a significant aspect in your English learning:

( ) Yes ( ) No

6. How would you rate your vocabulary knowledge:

( ) Poor ( ) Good ( ) Fair ( ) Excellent

7. How often do you learn new words during the session:

( ) Rarely ( ) Sometimes ( ) Often ( ) Never
8. When you learn new words, how often do you use a dictionary:
( ) Always ( ) Very often ( ) Sometimes ( ) Hardly ever ( ) never
9. Do you find enough opportunities to practice your new words: ( ) Yes ( ) No

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- In what modules, please specify: ……………………………………………………
10. Do you think that vocabulary teaching is given attention from your teachers:
( ) Yes ( ) No
11. Vocabulary should be taught as a module, do you agree:
( ) Strongly Disagree ( ) Disagree ( ) Strongly Agree ( ) Agree
12. Do you have difficulties with vocabulary improvement: ( ) Yes ( ) No
- Justify your answer: …………………………………………………………………
…………………………………………………………………………………………

Part Three: Facebook Impact

Please put (√) in front of the right answer and justify whenever necessary:

13. What is the most popular social networking site that you visit regularly:
( ) Facebook ( ) Twitter ( ) WhatsApp ( ) All of them

14. Do you have access to Facebook: ( ) Yes ( ) No

- If yes, How much time do you spend on Facebook a day: ( ) One Hour ( )
Two hours ( ) Three Hours ( ) Less/More, please specify

15. What is the preferable way of communication with others on Facebook:

( ) Chatting ( ) Video Calling ( ) Posting status and
commenting on others.

16. Do you communicate using English: ( ) Yes ( ) NO

- If yes, choose why:
-( ) It is the only place where I can use English language outside the school
-( ) I want to practice and develop my English skills
-( ) I have foreign friends

17. Do you think that the extensive Facebook use has any effect on you vocabulary
learning: ( ) Yes ( ) No

18. Which one of the following do you use when writing on Facebook:
-( ) Formal language (correct grammar forms, no spelling mistakes, use of
correct punctuation…).
-( ) Informal language (spelling errors, leave out functional words- like a,
an/the out of sentences-, make excessive use of abbreviations and acronyms, like
"LOL" for "Laughing out loud").

19. Please, put "agree" or "disagree" in the right place.

A-

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1- ( ) Facebook familiarizes me with writing in English.
2- ( ) Facebook helps me use English grammar correctly when I write.
3- ( ) Facebook is killing one 's writing habits.
B-
1- ( ) Facebook motivates me to learn new words.
2- ( ) Facebook encourages me to practice my vocabulary knowledge
outside the classroom.
3- ( ) Facebook threatens my language formality.

20. Does the way of writing for chatting affect your writing skill for academic papers
or exams sheets: ( ) Yes, it does ( ) No, it does not

21. Do you think that Facebook is helpful for developing your vocabulary knowledge:
( ) Yes ( ) No.
- If yes, How?: …………………………………………………………………………
………………………………………………………………………………………….
22. Do you think that learners who use Facebook learn more vocabulary than those
who do not: ( ) Yes ( ) No
- If yes, justify: ………………………………………………………………………...
…………………………………………………………………………………………..

23. Do you think that including Facebook in classrooms as teaching tool would be
beneficial: ( ) Agree ( ) Disagree

Part Four: An open-ended question

Please, would you give some suggestions concerning the impact of Facebook
language on your vocabulary learning process and on you English language learning
that you may have experienced.
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------

Thank You for Your Valuable Time ^_^

84
 Appendix Two
Students ' Facebook Chattroom Conversation

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89
90
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 Appendix Three

TEACHER’S INTERVIEW
Dear teacher,
Your responses to this interview will improve our understanding of how Facebook
language is affecting EFL learners' vocabulary learning process. Please select the
appropriate response from those provided, or when appropriate, please provide a brief
written response. We would be grateful for your help.

Thank you so much in advance for your collaboration

Part One: General Information

1. How long have you been teaching English as a foreign language at University?
…………………………………………………………………………………….
2. What module(s) are you teaching in the current time?
…………………………………………………………………………………….

Part Two: Vocabulary Teaching

3. Do you think that vocabulary teaching takes a part in the curriculum?
………………………………………………………………………………........

4. How great emphasis do you place on vocabulary during your lectures?

( ) Great ( ) Very great

5. What techniques do you prefer to present new vocabulary items?

( ) Visuals ( ) Realia ( ) Synonyms and definition
( ) Translation

6. When presenting new words, you also add their:

( ) Translation ( ) Spelling ( ) Grammatical functions

7. Do your learners face problems in improving their vocabulary repertoire? Why?

……………………………………………………………………………………….

……………………………………………………………………………………….

……………………………………………………………………………………….

92
And how would you help them to overcome such difficulties?
…………………………………………………………………………………........
………………………………………………………………………………………
………………………………………………………………………………………

Part Three: Facebook Impact

8. Do you believe that Facebook arena could be used as vocabulary Teaching-

Learning strategy? Justify.
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………....
9. Do you think that Facebook can help learners improve their vocabulary
knowledge? How?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

10. Do you think that Facebook language affects learners' vocabulary learning
process?
……………………………………………………………………………………...
………………………………………………………………………………………
………………………………………………………………………………………

11. Do you think that extensive use of Facebook could affect learners' language
performance? How?
……………………………………………………………………………………..
……………………………………………………………………………………..
……………………………………………………………………………………..

12. Do you believe that Facebook chatting habits affect learners' writing skill? Justify
please?
……………………………………………………………………………………..
……………………………………………………………………………………..
……………………………………………………………………………………..

13. Do you think that Facebook has changed the way EFL learners use the language?
………………………………………………………………………………………
………………………………………………………………………………………

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………………………………………………………………………………………

14. Could any of your learners' misuses of language skills be related to Facebook
language?
………………………………………………………………………………………
………………………………………………………………………………………

15. In your opinion, does the written language of Facebook pose any threat for
standard variety of your learners' language?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

16. How could students use Facebook as learning tool?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

17. Do you have any suggestions for improving learners' vocabulary knowledge
through Face-booking. If no, please mention the reasons why you think Facebook can
not be that useful tool.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………

Thank You for Your Valuable Time

94
 ‫الملخص‪:‬‬
‫في ظل التطور الهائل في التكنولوجيا الذي يشهده العالم⸵ عرفت اآلونة األخيرة إقباالً كبيرا ً من الناس على ما‬

‫يسمى بوسائل أو مواقع التواصل االجتماعي ‪ ،‬التي أصبحت تلعب دورا ً هاما ً في حياة الناس من مختلف‬

‫األعمار واألجناس‪ ،‬ويعد الفيسبوك أحد أهم المواقع أكثر تأثيرا ً⸵ إذ يستقطب نسبة هائلة من الناس تقدر‬

‫بالماليين‪ .‬ولذا اختلفت وتنوعت استخدامات المستخدمين له نظرا ً لدوره الفعال‪ ،‬إذ يستعمله بعضهم للتواصل مع‬

‫الغير وبعضهم يدير تجارته بواسطته‪ ،‬و أما الطلبة فلم يجدوا بُدا ً من محاولة استخدامه لتحقيق أغراضهم‬

‫الدراسية‪ .‬وهنا يكمن دور هاته الدراسة⸵ فهي دراسة لسانية تعتمد المنهج الوصفي‪ ،‬وتهدف الستكشاف تأثير لغة‬

‫الفيسبوك على إمكانية تعلم طلبة اللغة اإلنجليزية كلغة أجنبية للمفردات‪ ،‬ومنه تأثير هاته اللغة‪ ،‬يعني لغة‬

‫الفيسبوك واستعمالها على أداء الطلبة في اللغة اإلنجليزية‪ .‬تم اختيار طلبة قسم السنة ثالثة )‪ ،(LMD‬قسم اللغة‬

‫اإلنجليزية التابع لكلية اآلداب واللغات بجامعة محمد بوضياف بالمسيلة‪ ،‬كعينة لهذه الدراسة‪ ،‬حيث ارتكز العمل‬

‫على استبيان قدمناه لمجموع ثالثين طالب‪ ،‬يتضمن آرائهم حول دور تعلم المصطلحات في تعلم اللغة‬

‫اإلنجليزية‪ ،‬وكذا رؤية مدى إقبالهم على هذا الموقع‪ ،‬وهل إذا ما كان يحمل تأثيرا ً على لغتهم أم ال‪ .‬وباإلضافة‬

‫إلى هذا‪ ،‬أجرينا حوارا ً مع أربعة أساتذة من القسم‪ ،‬قدمنا لهم مجموعة من األسئلة بهدف فهم منظورهم لفكرة‬

‫تأثير لغة الفيسبوك على تعلم طلبتهم لمصطلحات اللغة اإلنجليزية⸵ ومنه على أداء طلبتهم بصفة مجملة‪ .‬و أخيرا ً‬

‫وليس آخرا‪ ،‬إعتمدت الدراسة أيضا ً على تحليل حوار دار بين مجموعة من الطلبة الذين تم اختيارهم تلقائيا ً من‬

‫العينة‪ ،‬إذ تم جمعهم في غرفة دردشة على الفيسبوك‪ ،‬ليقوموا بإجراء حوار حول موضوع معين‪ ،‬بهدف تقييم‬

‫أثر لغة الفيسبوك على أدائهم وأسلوبهم الكتابي‪ .‬واعتمادا ً على ما سبق ذكره من وسائل البحث المعتمدة‪،‬‬

‫باإلضافة إلى ثالث فرضيات⸵ أظهرت النتائج‪ :‬أن للغة الفيسبوك أثرا ً بالغا ً ليس فقط على تعلم الطلبة لمفردات‬

‫اللغة‪ ،‬وإنما أبعد من ذلك⸵ إذ تؤثر سلبا ً على قابلية الطلبة لتعلم اللغة واستعمالها بصورة سليمة‪ ،‬ولهذا كان لزاما ً‬

‫على الطلبة‪ ،‬اتخاذ إجراءات الزمة إزاء المشكلة‪ ،‬ومن هاته اإلجراءات ما تمت اإلشارة إليه آنفا ً في البحث‪.‬‬

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