The use of Facebook as Language Learning Strategy (LLS) Training Tool on College Students’ LLS use and Academic Writing Performance

Abstract

The use of language learning strategies (LLS) by language learners is one of the contributing factors to the success of second language learning. Studies on successful and less successful learners have concluded that effective language learners are aware of the strategies they use (O’Malley & Chamot, 1990), have more repertoires of strategies at their disposal (Ting, 2006) and use more strategies in their learning process (Ling Woo, 2007; Hamzah & Abdullah, 2009). The proponents of LLS believe that the use of LLS among language learners can be enhanced by raising the students’ awareness of LLS and providing them with LLS training. They believe that LLS, especially indirect strategies can be taught. With the popularity of online social networking websites such as Facebook as the medium of communication among students, this study is conducted to investigate the potential of using Facebook Notes as LLS training tool. This study aims at investigating the effects of training in the use of indirect LLS by using Facebook Notes on the learners“strategies use and their academic writing performance. The study hopes to address the following research questions: RQ1: Does training on the use of indirect LLS using Facebook Notes affect the use of indirect LLS among the ESL learners? RQ2: Does training on the use of indirect LLS using Facebook Notes improve the students’ academic writing performance?