PERCEPTION AND MOTIVATION OF STUDENTS ON EFL LEARNING THROUGH FACEBOOK

Abstract

This study aims to examine undergraduate EFL students’ perception and learning motivation toward the use of Facebook in English learning. The study is supported by the Technology Acceptance Model and EFL motivation theory, which explain that learners’ acceptance of a digital platform is related to perceived usefulness, ease of use, interest, confidence, and persistence. The data were obtained from 21 undergraduate students in an English Education program who had experience using Facebook for English-related learning activities. Data were collected through an online questionnaire consisting of 16 Likert-scale items distributed through Google Forms. The data were analyzed using descriptive quantitative analysis by calculating mean scores and interpreting them based on predetermined categories. The findings show that students had a high perception of Facebook as an EFL learning platform (M = 3.67). The strongest perception appeared in the accessibility and organization of learning materials (M = 3.86), followed by collaborative learning (M = 3.76) and timely feedback (M = 3.71). These results indicate that students viewed Facebook as useful for accessing materials, interacting with peers, and supporting collaboration. However, students’ motivation was only moderate (M = 3.47). Although Facebook increased students’ interest in learning English (M = 3.76) and motivated participation in discussions (M = 3.67), lower scores were found in writing practice (M = 3.29), assignment enthusiasm (M = 3.33), and intention to continue using Facebook (M = 3.24).