Facebook groups in teaching english for specific (Academic) purposes - Active learning beyond the classroom

Abstract

Successful teaching and learning in higher education is currently associated with the use of new information and communication technologies. Learning/learner-centered practice and research have put increased emphasis on active, self-regulated and, lately, social learning. Social constructivist theoreticians and practitioners have investigated how successful learning is supported and stimulated by discussing, sharing, collaborating and contributing knowledge in Web 2.0/social media environments where peers and teachers are just one click away. In 2015, the authors investigated students’ perceptions of extending the activity on Facebook, revealing that students active on Facebook perform better on the learning management platform, having superior learning outcomes. Consequently, a Facebook closed group was attached to the language learning course as a space of communication and informal learning where students may actively contribute and interact with their peers and teacher. The present research aims to find out whether this space allows for active and interactive learning, while triggering better engagement with course content. Students’ reported motivation, frequency and ease of use of their Facebook activity are compared with their real activity in the group. Data are collected by means of the questionnaire validated in the previous study and Facebook data. The results are expected to contribute to existing empirical data on the benefits and challenges of using social media for educational purposes, for active learning beyond the classroom and suggest possible changes in pedagogical design to ensure higher levels of engagement and correlation with academic success.