Abstract—The paper aims to find out the outcomes of homework and bonus activities on Facebook through three categories, namely “participation”, “preference”, and “convenience”. University students (N=34) participated in this research which was conducted in the “English for Academic Purposes 1” course taught by the author. The case study uses statistical data from our Facebook study group and qualitative data from student diaries. The results indicate a moderate-to-high students’ participation in Facebook assignments and that participation in these activities is influenced by reward, effort, study environment, and workload from other subjects. The findings also show that students prefer collaborative tasks. Furthermore, Facebook homework is viewed as more convenient than traditional paper-based homework due to time-space independence, familiarity of the platform, and the ability to save time.
Index Terms—Blended learning, case study, English for academic purposes, Facebook group, foreign language pedagogy.
Juraj Datko is with the Department of Language Pedagogy and Intercultural Studies at Constantine the Philosopher University in Nitra, Slovakia (e-mail: firstname.lastname@example.org).
Cite: Juraj Datko, "Outcomes of Homework on Facebook: A Case Study from an English for Academic Purposes Course," International Journal of Information and Education Technology vol. 11, no. 7, pp. 324-331, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).