Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective

Author: Shaila Shams, Independent University, Bangladesh
Email: shailashams1@gmail.com
Published: August 2014

Citation: Shams, S. (2014). Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective. IAFOR Journal of Education, 2(2). https://doi.org/10.22492/ije.2.2.04


It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too. Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, & Hughes, 2009) and expose learners to the authentic use of the target language (Baralt, 2011). However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using ‘The Facebook’, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition.


online social networks, Bangladeshi language classrooms, second language acquisition, Facebook