Students’ Perceptions of Using Facebook as a Tool For Writing Skills in the EFL Classroom

Abstract

This study investigated Students' perceptions of Using Facebook as a tool for English as a Foreign Language (EFL). EFL instruction has undergone a significant transformation through the integration of technology. One of the most challenging skills for students is writing, which is often perceived as a rigid task that causes anxiety. Social media platforms such as Facebook offer a more familiar and interactive environment to support writing skills. This study aims to explore students' perceptions of using Facebook as a "writing clinic" medium in EFL classes, as well as to assess its impact on grammatical accuracy, vocabulary mastery, and writing confidence. The study employs a quantitative approach with 103 respondents—English Language Education students from various semesters. Data were collected via a Google Forms-based questionnaire using a Likert scale and analyzed descriptively to identify patterns of perception. The findings indicate that most students view Facebook as a medium that supports collaboration, boosts motivation, and helps reduce writing anxiety. Interactions through peer comments contribute to improved grammatical accuracy, mastery of new vocabulary, and confidence in expressing ideas. Thus, Facebook serves as an effective extension of the classroom for writing practice in an EFL context.