Exploring College Students' Perceptions of Facebook Usage and Academic Writing: A Quantitative Study Among Language Education Students
DOI:
https://doi.org/10.65339/ijsis.V1.I4.252Keywords:
Academic Writing, Facebook Captions, Language Education, Perceived Writing Skills, Social Media Exposure, Sustainable Development Goal 4Abstract
This study examined Facebook caption exposure and perceived academic writing skills among Bachelor of Secondary Education major in English students at Mindanao State University–Tawi-Tawi College of Technology and Oceanography, Philippines. Anchored in New Literacy Studies and Constructivist Learning Theory, the investigation employed a quantitative descriptive-comparative research design involving 53 students selected through stratified random sampling. Data were collected using a modified, researcher-developed Likert-scale questionnaire measuring Facebook caption exposure and perceived writing competence in content, language use, and vocabulary. Weighted means and the Kruskal–Wallis test were used for statistical analysis. Findings revealed a moderate extent of Facebook caption exposure (M = 3.43) and a great extent of perceived writing competence (M = 3.79). Among the writing dimensions, language use obtained the highest mean (M = 3.85), followed by content (M = 3.79) and vocabulary (M = 3.72). The Kruskal–Wallis test indicated no statistically significant difference in the reported comparison involving Facebook caption exposure and perceived writing skills (p = 0.07), resulting in the non-rejection of the null hypothesis. The findings emphasize that Facebook caption exposure alone does not establish differences in perceived writing competence and that structured academic instruction remains essential. The study recommends guided social media writing activities, responsible digital engagement, and further research incorporating direct writing assessments. Aligned with Sustainable Development Goal 4 (Quality Education), the study highlights the relevance of digital literacy to language education. Its educational sustainability implications include informing instructional practices, supporting responsible technology integration, and strengthening institutional efforts to develop academic writing competence among prospective English teachers.
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Copyright (c) 2026 Dayang Mersiana A. Sabtula, Geanky E. Orozco-Malinao, MAELT, Rolando J. Malinao, MAED, Ramnaser S. Lukman, MAED (Author)
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