Abstract
Blended learning focuses on combining a specific percentage of online curriculum and instruction in a face-to-face setting. In this study, the adoption of Facebook as an additional tool in teaching communicative English skills to prepare international students from non-English speaking countries for tertiary education in Malaysia is discussed; based on the Leapfrog Principle. The study aims to investigate the effectiveness of Facebook as a language teaching tool in Immersion English courses and examine the role of Facebook in new learning spaces and with today’s learners. Data for the study was collected via a teacher’s teaching journal followed by a recorded interview conducted with ten students in the pre-intermediate level; at the Limkokwing English Centre. The analysis of the data was done qualitatively. The findings of the study indicated that Facebook is perceived as an effective teaching means; in terms of both delivery and pedagogy in an Immersion English course. It is also believed to cater to a flexible and motivating language learning environment for the current day youths. In short; the integration of Facebook into the intensive English as a Foreign Language (EFL) course for adult learners, enriches the teaching-learning experiences.
Author Information
Angela Rumina Leo, Limkokwing University of Creative Technology, Malaysia
Paper Information
Conference: ACLL2013
Stream: Language Learning
This paper is part of the ACLL2013 Conference Proceedings (View)
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To cite this article:
Leo A. (2013) Face the Book & Facebook ISSN: 2186-4691 – The Asian Conference on Language Learning 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-4691.20130400
To link to this article: https://doi.org/10.22492/2186-4691.20130400
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