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Participants included 105 voluntary online EFL learners. Data were collected over three weeks using a web-based open-ended questionnaire. Results show significant contributions to course interest, motivation, volition, and academic performance, and indicate learners persist and exert effort toward learning goals.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-online-efl-learners-motivation-and-engagement-through-supplementary-activities-on-facebook/592922/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-online-efl-learners-motivation-and-engagement-through-supplementary-activities-on-facebook/592922.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study aims to explore how ARCS-V-based supplementary activities on Facebook stimulate and sustain online EFL learners’ motivation and enhance engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants and data collected?",{"text":117,"@type":113},"A total of 105 online EFL learners participated voluntarily. 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The participants consisted of 105 online EFL learners who contributed to the study on a voluntary basis. The data was gathered over a three-week period through a web-based open-ended questionnaire compiled by the researchers. The findings of the study indicate that using supplementary activities given on Facebook has a significant contribution to online distance EFL learners’ course interest, motivation, volition, and academic performance. Besides, the supplementary activities sway the learners to persist in and make an effort to reach the learning goals. Based on the findings collected in this study, the authors posit that Facebook, as a powerful social network site, could be used as a supportive milieu for open and distance learning courses conducted for English Language Learning. In addition to the findings mentioned above, suggestions for future research directions and implications for practice are discussed.  \nKey words: Online learning, distance education, Facebook , motivation, EFL, online learners, supplementary activities  \nIntroduction  \nThe rapid flow of human life has become inevitable by dint of information and communication technologies. Today, many people have begun to communicate, shop, work, and learn online. The web, which enables this flexible communication network to be brought to our home, is referred to as the second-generation internet services, which include social communication sites (Bosch, 2009) . In these virtual communication environments with flexible content, online distance education applications that are accepted as the most common method of education technologies provide convenience for participants living in different life conditions (Chugh & Ruhi, 2018) . Online learning supported by the internet, which has been continuing its development since the 90s can be considered as an indispensable part of today’s learning contexts. Through the interactive learning environments that the 21st-century information society has managed to realize within the scope of internet and web applications, learners share their existing and gained knowledge in the microelectronics network, which is a structure strengthened with basic information and communication technologies (Castells, 2004) .  \nToday, almost every person in society is a member of a social networking community. These online communities are increasing in number day by day and many new social network sites have been added in recent years like Facebook, which still seems to be a very popular social media tool. As of November 2019, with 1.62 billion daily and 2.45 billion monthly active users, Facebook can be regarded as the biggest social network site worldwide (Facebook, 2019) . The website has a pivotal role in terms of its use in education thanks to its simple, fast and trouble-free connection with its social network structured domain. The widespread use of Facebook makes it appeal to online learners and instructors (Balcikanli, 2015; Bosch, 2009; Camus, Hurt, Larson, & Prevost, 2016) . On online sites like Facebook, students can work collaboratively on a virtual space that is quickly and easily accessible.  \nAs the borders between the instructors and learners become closer in online spaces, Facebook seems to become a necessity for instructors to use diverse ways of communication with learners. With its smooth connection, users can become active participants via shared visuals, contents on walls, private  \nand public related posts, personal and group comments, and virtual chats for self-expression. According to Thomé-Williams (2016), Facebook is a great chance to improve EFL learners' c","cbCaiuuNWVzW6e2z","https://ap.wps.com/l/cbCaiuuNWVzW6e2z","pdf",441821,15,"English","# Introduction\n# Literature","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to explore how ARCS-V-based supplementary activities on Facebook stimulate and sustain online EFL learners’ motivation and enhance engagement.\"},{\"question\":\"How were participants and data collected?\",\"answer\":\"A total of 105 online EFL learners participated voluntarily. Data were gathered over three weeks through a web-based open-ended questionnaire.\"},{\"question\":\"What findings indicate the effect of Facebook supplementary activities?\",\"answer\":\"Using supplementary activities on Facebook significantly improves course interest, motivation, volition, and academic performance, and supports learners in persisting and working toward learning goals.\"}]","Enhancing Online EFL Learners’ Motivation and Engagement through Supplementary Activities on Facebook | PDF",1792076191,38]