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Facebook group intervention with weekly Contest tasks, Help Files and instructor correction

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

A closed Facebook group created for the experimental section at semester start. Every week a task based on the class lesson was posted; tasks covered grammar, picture description and topic writing and were called 'Contests', with two-day time limits and announced winners rewarded with material gifts. 'Help Files' posted on the same topics clarified understanding, students posted statuses and comments freely in English, and the instructor corrected every student's spelling or grammar mistakes, with students also correcting each other.

Design Implications

Context

Requirements

  • students must already be frequent Facebook users (all participants used it more than 3 times weekly)
  • the only group rule was that every member post in English

Constraints

  • about 30 minutes of class contact time per lecture was sacrificed to offset the roughly 10 extra hours of Facebook activity contact time

Target Learners

  • first-year first-semester university students in a foundation English course

Learning Goals

  • writing skill and grammar
  • listening and speaking
  • practical interaction in English

Claims

Examples

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Key Sources

  • Shaila Shams. (2014). Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective. The IAFOR Journal of Education, Volume II - Issue II - Summer 2014. https://iafor.org/journal
Page metadata
Field Value
type design
id facebook-group-contest-help-file-intervention
title Facebook group intervention with weekly Contest tasks, Help Files and instructor correction
description A closed Facebook group created for the experimental section at semester start.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — shaila-shams-2014

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