Effects of releasing writings via Facebook on the vocabulary and reading comprehension of EFL fifth graders

• Main Authors: Wu, Chao-Ying, 吳昭瑩
• Other Authors: Chen, Chin-Fen
• Format: Others
• Language: en_US
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/86406174491261495996

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 100 === The present study aimed to investigate the effects of applying online releasing writings via Facebook on vocabulary and reading comprehension among the 5th graders. Two classes of 51 fifth graders with similar initial English ability were selected as research subjects and served as the experimental group and the control group respectively. The former received experimental activity of Facebook activity and the latter did not. The study lasted for 12 weeks. Data for this study were collected though an English proficiency pre-test, an English vocabulary and reading comprehension achievement posttest, a reaction questionnaire toward releasing writings via Facebook, and worksheets. The results of the study indicate that the the differences between groups in general performance and vocabulary learning does not reach the significant level, expect in the aspect of reading comprehension in which the experimental group performed significantly better than the control group did after the experimental instruction. In other words, Facebook writing activity can help 5th grade students improve their reading comprehension ability. Moreover, the activity fostered inspiring experience for the participants and raised enthusiasm for learning English. Finally, some suggestions for instructional implications and further advanced studies are recommended. Key words: vocabulary, reading comprehension, Facebook