Facebook is one of the most powerful technological tools that can be used in the educational field, it can encourage the student-teacher positive relationship through learning experiences (Mazer, Murphy and Simonds, 2007). Facebook is a social media which provides the update news and a communication application which can be accessed by many people. It is used in various aspects by the users, sometimes they use it as a learning tool by creating page or group for specific learning.
Therefore, it is considered as an online learning that use the Internet to learn something virtually. Bosch (2009) & Piriyasilpa (2010) studied the effect of the application of Facebook in the classroom and found that it helped students to contact with their peers easily on social networking, this was proved that Facebook can be applied in language learning. Taranto, Dalbon, and Gaetano (2011) assert that the world is now becoming more and more connected because of the development of higher technologies.
Classroom communication needs to improve to get more effective learning experiences. Moreover, the program developers should make functional use of applications more matching with recent uses in particular of educational systems, and teachers who are using Web 2.0 in process of their teaching should have good knowledge in using modern technologies (Greenhow, Robelia, and Hughes, 2009). It is not simple for people to acquire English language skills.
To acquire the language skills, motivation and attitude are necessary because negative attitudes in doing something could effect to be lost a high motivation (Ellis, 1997). Brown & Al- Hezemi (2000) also stated that great motivation is from the positive attitude, it is an important inspiration of learning a language, and good attitude on learning the new language can boost the language competency higher as well. Gamble and Wilkins’ (2014) studied the students’ perceptions and attitudes towards language learning via Facebook functional features. Their findings showed the change after the completion of the study, the positive attitudes onto most activities for language learning were a little increase, however, the attitudes towards using Facebook in a learning environment were overlapped. Huang’s (2012) did the research on students’ perceptions of using Facebook as an informal learning environment, tried to figure out the usage of Facebook motivate students’ learning, and their interest on using it as one of social networking. The result revealed that interest and motivated actions on Facebook are relevant to each other because students mostly read and reply to posts those related to their learning and in which they are interested personally. Based on the information of the literature reviews and supported evidence by some of the relevant previous studies given by many authors which stated in above are summed up with valuable results which are useable knowledge experiences to plenty of the social networks.
It revealed the idea that when using Facebook as a language learning instrument, teacher and student perceptions are depended on their behaviors which consider as academicals and social. Most of those previous research papers’ finding found that students had good perceptions and positive attitudes towards the usage of Facebook as learning material and personal interests. It proved that Facebook can be used in writing activities because students can use the features in Facebook to distribute or share the lessons to their peers by postings. Moreover, students also are able to learn new vocabulary from Facebook posts by reading the others’ texts and make discussion in the group to help learners improve their language skills faster.