ESL Teachers’ Perceptions towards the Use of Facebook in Teaching Literature for Secondary Schools

  • Logenthini Mariappan Faculty of Languages and Communication Universiti Pendidikan Sultan Idris (UPSI) Tanjong Malim, Perak Malaysia
  • Abdul Ghani Abu Faculty of Languages and Communication Universiti Pendidikan Sultan Idris (UPSI) Tanjong Malim, Perak Malaysia
  • Ainon Omar Faculty of Languages and Communication Universiti Pendidikan Sultan Idris (UPSI) Tanjong Malim, Perak Malaysia
Keywords: Facebook, Teaching, Literature, Perception, Social Networking Sites


School-based print texts and didactic teaching appear slow and unexciting, thus there is a need to integrate social networking sites in the teaching and learning process. Facebook is one of the social networking sites that has captured the attention of educators in language teaching and learning. The use of Facebook in teaching Literature is beneficial and gives teachers the chance to improve teaching via a lively classroom. This study surveyed the perceptions of secondary school teachers on the use of Facebook in teaching literature. A 30-item questionnaire was administered to 100 secondary school teachers in Malaysia. The teachers from 10 states were involved in this study and they are currently teaching English language in secondary schools in Malaysia. The findings indicated that teachers found Facebook as the most useful aspect of Internet in teaching literature and they prefer to use Facebook as a teaching tool compared to the classroom blackboard. This study recommends the use of Facebook as a Literature teaching tool in secondary schools.



Download data is not yet available.


Anderson-Meger, J. (2011). Critical thinking and e-learning in social work education. International Journal of Business, Humanities and Technology, 1(2), 17-27.

Chang, C. K., Chen, G. D., & Li, L. Y. (2008). Constructing a community of practice to improve coursework activity. Computers& Education. 50(1), 235-247.

Chang, C. K., Chen, G. D., & Hsu, C. K. (2011). Providing adequate interactions in online discussion forums using few teaching assistants. Turkish Online Journal of Educational Technology, 10(3), 193-202.

Dehbozorgi, E. (2012). Effects of attitude towards language learning and risk-taking on EFL students‟ proficiency. International Journal of English Linguistics, 2(2), 41-48.

Ellison, N. B. Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:” Social capital and college students’ use of online social networksites. Journal of Computer- Mediated Communication, 12(4). Retrieved from

Fodeman, D., & Monroe, M. (2009). The impact of Facebook on our students. Teacher Librarian, 36(5), 36−40.

Godwin-Jones, R. (2008). Mobile computing technologies: Lighter, faster, smarter. Language Learning & Technology, 12(3), 3-9.

Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662–676.

Johnston, K.A. (2013). A guide to educating different generations in South Africa. Issues in Informing Science and Information Technology. 10, 261-273.

Karahan, F. (2007).Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7, 73-87

Karakaya, K. (2010). An investigation of English language teachers’ attitudes toward computer technology and their use of technology in language teaching. Unpublished master’s thesis, Middle East Technical University, The Graduate School of Social Sciences, Ankara.

Kho, M. G., & Chuah, K. M. (2012). Encouraging ESL Discourse Exchanges via Facebook: A Study on Engineering Students Centre for Language Studies. INNOCONF2012-PPR-18,34, 44–48.

Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social Media & Mobile Internet Use among Teens and Young Adults. Millennials. Pew internet & American life project.

Li, L. Y. & Chen, G. D. (2009).A coursework support system for offering challenges and assistance by analyzing students' web portfolios. Educational Technology & Society, 12(2), 205–221.

Liu, E. Z. F., Ho, H. C., & Song, Y. J. (2011). Effects of an online rational emotive curriculum on primary school students’ tendencies for online and real-world aggression. Turkish Online Journal of Educational Technology, 10(3), 83-93.

Mariappan, L., Abu, A. G. B., & Omar, A. B. (2017). Facebooking for a More Lively Interaction in Literature Classroom. Creative Education, 8, 749-763.
Mazer, J., Murphy, R., & Simonds, C. (2009). The effects of teacher self-closure via Facebook on teacher credibility. Learning, Media, and Technology, 34(2), 175-183.

Northcote, M., & Kendle, A. (2001). Informal online networks for learning: Making use of incidental learning through recreation. Paper presented at the International Education Research Conference, December 2–6, Fremantle, Australia.

Noyes, J. S. 2015.Universal Chalcidoidea Database. World Wide Web electronic publication.

Roth, A. (2009). Following Plato's advice: Pedagogy and technology for the Facebook generation. Journal of Philosophy and History of Education, 59, 125−128.

Sidhu, G. K. (2003). Literature in the language classroom: Seeing through the eyes of learners. Teaching of literature in ESL/EFL contexts, 88-110.

Siegle, D. (2011). Facing Facebook: A guide for nonteens. Gifted Child Today, 34(2), 14-19.

Soku, D. (2011). Students‟ Attitudes towards the Study of English and French in a Private University Setting in Ghana. Journal of Education and Practice, 2(9), 19-31.
How to Cite
Mariappan, L., Abu, A. G., & Omar, A. (2018). ESL Teachers’ Perceptions towards the Use of Facebook in Teaching Literature for Secondary Schools. AJELP: Asian Journal of English Language and Pedagogy, 6, 11-21.