Effect of Using Facebook to Assist English for Business Communication Course Instruction

This paper aimed to explore the effect of incorporating blended learning with Facebook and peer assessment for English for Business Communication course for college students. A total of 111 students from a public technological university participated in this study. The participants were divided into three Facebook site groups. A mixed method consisting qualitative and quantitative approaches was employed to analyze the collected data, including the preand post-tests, qualitative data of peer assessment on Facebook sites, interview, a student self-efficacy scale, and a self-developed satisfaction survey questionnaire. The findings of this study indicate that incorporating Facebook in the English for Specific Purposes (ESP) course can effectively assist college students in learning business communication English. Students can improve their professional knowledge not only from the in-class instruction but also through peer assessing on Facebook. Additionally, the blended learning approach can significantly enhance the students’ learning motivation and interest. Finally, some useful instructional strategies are provided to educators and practitioners in the English education field.