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Findings indicate a modest rise in positive attitudes for most activities after completing the study, while attitudes toward using Facebook within educational settings remain mixed.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-attitudes-and-perceptions-of-using-facebook-for-language-learning/600665/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-attitudes-and-perceptions-of-using-facebook-for-language-learning/600665.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the research?","Question",{"text":63,"@type":64},"The research focuses on Japanese students’ attitudes and perceptions regarding participation in language learning activities through Facebook, and the implications for second language learning and teaching.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many students participated, and how was data collected?",{"text":68,"@type":64},"Ninety-seven students from three private universities in Japan participated. Data were collected using a 26-item quantitative questionnaire on a 7-point Likert scale and an open-ended qualitative questionnaire.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about students’ attitudes after the Facebook-based activities?",{"text":72,"@type":64},"Results show a small increase in positive attitudes toward most language-learning activities following completion of the study, but attitudes toward using Facebook in educational environments were mixed.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600665,1792188744,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":99},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","3  \nStudent Attitudes and Perceptions of Using Facebook for Language Learning  \nCraig Gamble  \nKwansei Gakuin University, Japan  \nMichael Wilkins  \nRitsumeikan University, Japan  \nAbstract  \nThis research provides insight into Japanese students’ perceptions and attitudes of participating in activities through Facebook for language learning. In addition, the authors discuss the overall implications of and potential uses for Facebook in the field of second language learning and teaching. Ninety-seven students from three private universities in Japan participated in this study. A 26-item quantitative questionnaire using a 7-point Likert scale and an open-ended qualitative questionnaire were used in this study. The results showed a small increase in positive attitudes toward most activities for language learning following the completion of the study compared to prior perceptions, but there were mixed attitudes toward using Facebook in an educational environment.  \nWeb 2.0 technologies and social networking sites (SNS) like Facebook have been widely adopted around the world, led by young adults who populate SNS by constructing their virtual lives and forming social relationships daily (Bumgarner, 2007; Lenhart & Madden, 2007; Selwyn, 2007; Stutzman, 2006; Yu, Tian, Vogel, & Chi-Wai Kwok, 2010) . The proliferating use of SNS by young adults has not only brought an increased demand for incorporating them into educational endeavorsand calls for updated pedagogies, but also significant changes in student learning styles (Lockyer & Patterson, 2008; Mazman & Usluel, 2010; McLoughlin & Lee, 2007; Munoz & Towner, 2009; Omar, Embi, & Yunus, 2012; Selwyn, 2007) .  \nFacebook and other Web 2.0 technologies are powerful digital tools that have areal potential to positively affect student learning (Cook et al., 2008), especially in second language (L2) learning where students are encouraged to become active participants in a learning community (Alm, 2006). In fact, the application of SNS and other Web 2.0 technologies into L2 education has been shown to improve students’ overall interest in language learning (Buzzetto-More, 2012; Jones & Shao, 2011; Liou & Peng, 2009; Pinkman, 2005; Shih, 2011; Wang & Vasquez, 2012). The positive outcomes from the previous research conducted have led more language teachers to begin exploring new ways to utilize SNS like Facebook to improve their own teaching methods in order to advance student language learning (Lockyer & Patterson, 2008; Nakatsukasa, 2009).  \n50 Dimension 2014  \nFacebook was established in 2004 and has grown exponentially to become not only the most popular SNS in the world (Mazman & Usluel, 2010), but also the most prominent social-networking tool of the past decade for students’ online learning (Omar, Embi, & Yunus, 2012) . According to Facebook, there are over one billion users worldwide (Facebook, 2012) and almost 80% of those users are from outside the United States and Canada (Facebook, 2012) . Among the rankings by country, Japan—the location where this study takes place—ranks sixteenth in the world for the total number of Facebook users and fifth among Asian countries.  \nIn this study, the authors looked to advance the knowledge of Web 2.0 technologies for foreign language teaching and learning. The overall goal was to determine whether educators could provide a more rewarding learning experience for their students by incorporating Facebook into regular L2 teaching and learning environments by analyzing student opinions and attitudes. The first objective was to reinforce previous evidence of Facebook’s potential in an educational context. The second objective was to help educators identify which specific pedagogical activities used through Facebook are most likely to be well received by students, an area of research that features minimal (no?) publications to date.  \nBackground  \nSocial constructivism and its related theories focus on individual learning that occurs in response to engag","cbCaimUhDcgOygLS","https://ap.wps.com/l/cbCaimUhDcgOygLS","pdf",248189,24,"English","# Abstract\n## Background\n## Study Purpose and Objectives\n## Method and Participants\n## Findings and Implications","[{\"question\":\"What is the main focus of the research?\",\"answer\":\"The research focuses on Japanese students’ attitudes and perceptions regarding participation in language learning activities through Facebook, and the implications for second language learning and teaching.\"},{\"question\":\"How many students participated, and how was data collected?\",\"answer\":\"Ninety-seven students from three private universities in Japan participated. Data were collected using a 26-item quantitative questionnaire on a 7-point Likert scale and an open-ended qualitative questionnaire.\"},{\"question\":\"What did the study find about students’ attitudes after the Facebook-based activities?\",\"answer\":\"Results show a small increase in positive attitudes toward most language-learning activities following completion of the study, but attitudes toward using Facebook in educational environments were mixed.\"}]","Student Attitudes and Perceptions of Using Facebook for Language Learning | PDF",1792091132]