The Use of Social Networking and Learning
Management Systems in English Language Teaching
in Higher Education
Evriklea Dogoriti and Jenny Pange
School of Education, University of Ioannina, Ioannina, Greece, and

Gregory S. Anderson
Justice Institute of British Columbia, New Westminster, Canada
Abstract
Purpose – The use of web-enhanced teaching of the English as a foreign language in higher education in Greece is
addressed in this case study which examines the student’s perceptions of online instruction using Moodle as a
learning management system (LMS), with and without the use of Facebook (FB) as an adjunctive learning platform.
The merging of this collaborative and interactive social platform with a LMS is explored, examining the attitudes of
higher education foreign language learners toward Moodle as a LMS, and FB as an adjunctive informal learning
environment. The paper aims to discuss these issues.
Design/methodology/approach – Results are drawn from a pre-FB questionnaire after a term using Moodle only,
and a post-FB questionnaire following a term using Moodle and FB.
Findings – Results suggest that the use of web-based tools and social media changed the way students viewed the
role of internet technology in the development of their English language learning. Most students (76 percent)
agreed that the addition of FB to the course helped build a sense of community within a learning environment,
while 69 percent suggested it enhanced the learning process.
Originality/value – Results suggest FB may reinforce communication skills and engagement in the
learning process and may support participation and collaborative learning in the formal learning environment
provided by Moodle.
Keywords Social networking, Collaborative learning, Language learning, Learning management systems
Paper type Research paper
The application and integration of networked technology in higher education is gaining in popularity. Through the
use of the internet and the World Wide Web new learning opportunities arise. Teaching and learning styles are
evolving, and the tools to accommodate these new practices are changing. Similarly, computer-mediated social
networks have become part of the life of university students. Computer-mediated communication in the form of
asynchronous communication (e.g. e-mail, blogs, wikis, discussion boards) and synchronous communication (e.g.
instant messenger) has transformed learning. Their emphasis is on collaboration and communication. Web-based
tools, such as blogs, wikis and online forums are supplementary to the educational technology used to facilitate a
shared learning environment. These tools form the basis of the current evolution of the internet and are based on
the premise that individuals derive their competence through the connections they make (Siemens, 2004).
The use of social networks in foreign language learning is a matter of concern for researchers and the pedagoical
suppositions behind their use have been questioned (Harrison and Thomas, 2009). Research is currently seeking to
investigate how online social networks such as Facebook (FB) can develop a sense of community in language
classrooms, or how they can impact the development of pedagogy in a language classroom. Informal learning
occurs outside the context of formal education settings and “present alternative means of engaging students in
academic content without the time constraints of the formal curriculum”
(Bull et al., 2008, pp. 100-107). Learning takes place in the form of constructivism, where knowledge is constructed
in a community of practice where users “share similar interests” and have “pedagogical potentials” that can be
utilized “in language classes in varieties of constructive manners” (Blattner and Fiori, 2009, p. 18). Social
networking sites (SNS) offer an alternative informal, mobile environment with flexible teaching and learning and
no time constraints. FB integrated instruction may enhance students’ interest, motivation and encourage

collaboration between foreign language learners (Shih, 2011; Harrison and Thomas, 2009; McBride, 2009; Karpati,
2009). Language learning is not limited to the formal learning environment of the classroom, and much language
learning can occur informally, outside the classroom environment.
As social networks in multiple languages are used by millions of users – mainly university students and adolescents
– they serve as a medium for lifelong learning networks for teachers and students. Students and teachers can use
SNS to upload files, photos, videos and other educational material that is relevant to their course and learning.
However, “students appear keener on using Facebook (FB) instructionally than do faculty” (Roblyer et al., 2010, p.
138) and report positive experiences with using a FB closed group to discuss their academic work outside of class.
Research has demonstrated that students may use FB individually or in collaboration with their instructors as a
formal learning tool (Dogoriti and Pange, 2010; Smith et al., 2010; Towner and Mun˜ oz, 2011). Students appear to
make regular use of FB for course discussions much in the way they use the SNS for social purposes (Estus, 2010).
Yet, other research using FB demonstrates that teachers may not share the student’s enthusiasm. FB has not been
endorsed by scholars in tertiary education (McCarthy, 2010) as many lecturers have low Web 2.0 literacy and are
less willing to learn how to use the interface of the network to their advantage (Towner and vanHorn, 2007).
Reluctance to use SNS for educational purposes emanates primarily from the educators’ unfamiliarity with these
tools or with safety and privacy matters (Schwartz, 2009).
Educators that teach in an online environment are most familiar with learning management systems (LMS), which
are popular web tools used to create an online classroom. Their primary use is course management – “support to
span multiple class sessions across an entire course with common goals, adding tools for evaluation, feedback and
discussion” (Adams, 2010, p. 254). As Coates et al. (2005) summarize, the factors that have motivated universities
to introduce a LMS include:
 increased teaching efficiency;
 enriched student learning with the addition of learning resources;
 opportunities to use advanced technologies;
 competitive pressure between universities; and
 the control and regulation of educational tools for teaching and learning.
The topic of ICT use in the field of language teaching in higher education in Greece and teachers’ attitudes toward
ICT was addressed by means of surveys (Demetriadis et al., 2003; Dogoriti and Pange, 2010, 2012). The results
suggest that although the infrastructure in higher education institutions is adequate, ICT use is limited. Language
teachers’ attitude to online learning and web-based language learning resources were positive and they were
keen on using a foreign language platform that would improve ICT integration into the educational setting, but
they believed that ICT tools are time consuming and not teacher-friendly.
The purpose of the current study was to examine the impact of SNS integration with a LMS to facilitate student
achievement in a language learning course. It focusses mainly on the potential of FB as an academic teaching
medium which may support a LMS in the teaching of English for specific purposes (ESP) in a learning community.
Materials and methods
This study followed students enrolled in the Department of Applied Foreign Languages in Management and
Commerce, in the Technological Institute of Epirus, Greece in an online English Language laboratory course that
spanned two semesters. Two surveys were administered to the students, one following exposure to Moodle as a
LMS (LMS Survey), and one following the use of FB as a supplementary tool (FB Survey). Comparisons were drawn
between students’ course preferences for, and attitudes toward an English as a foreign language online course
delivered online through a LMS, and the same course delivered with the addition of FB as an online tool to support
communication and interaction among the members of the learning community. The study was guided by the
following research objectives:
 To evaluate students’ LMS preferences for, attitudes toward, and perceived learning associated with the
academic use of LMS and SNSs.
 To evaluate students’ LMS use of and comfort with LMS.
 To compare students’ FB preferences for, attitudes toward, and perceived learning when LMS is
associated with SNSs.
 Based on results from the survey, to provide educators with practical advice concerning implementation
of online interactions in their courses so as to promote communication, co-operation and collaboration
between the members of the language community.

The course featured language activities related to ESP. The students were introduced to the platform (Moodle)
and created an account through which they viewed the educational material and performed tasks on the LMS
during the semester. After completing the first semester of the online course, students filled in the pre-FB
questionnaire concerning their LMS online course experience. The questions concerned their opinion of the online
course, their preferences concerning the tools embedded in the LMS, the difficulties they encountered and their
expectations concerning the use of educational technologies. In the following semester, the same students created
a FB account and joined a community of practice that included the teacher and students within the course. The
group involved the following functionalities:
 student-educator communication through questions and answers;
 student-student communication;
 extra material relevant to the course (e.g. quizzes, videos, podcasts); and
 posts concerning course management.
The students were assigned to use FB for the course online discussion component. FB participation was made
mandatory and points were assigned for participation. To support the activities, throughout the semester the
instructor actively participated and acted both as the group administrator and facilitator providing explanations
or prompting discussion. Students were able to post status updates, follow activity streams, and subscribe to be
notified of other users’ actions within the FB environment. Instructor to student, peer sharing of resources (such as
web sites, YouTube videos, news articles), and timely commentary on student events were shared.
Both LMS and FB questionnaires were developed and distributed online through the LMS. Students were notified
of the survey and instructions to complete the survey through their e-mail (in the LMS and later in both the LMS
and FB). Participation in the surveys was voluntary and all responses were anonymous. The surveys were
comprised of a combination of Likert scaled, dichotomous multiple choice, and ranking scaled questions. The data
were collected and recorded within the LMS and later analyzed based on descriptive statistics and frequency
distribution.
Results
The LMS survey was completed by 48 students, with a mean age of 22.871.98 years and a gender mix that
consisted of 35 percent male and 65 percent female. The FB survey was completed by 51 students with a mean
age of 22.572.18 years old (37 percent male; 63 percent female).
LMS questionnaire results
The main scope of the LMS questionnaire was to assess the students’ opinion on the usefulness and usability of the
online platform, and their motivation to actively participate in the online course prior the introduction of FB. The
scores pertaining to the use of Moodle were poor – only 2 percent of the students used the “chat” tool of Moodle
(Table I), while none of the students (0 percent) used the “News forums for distributing information.” Only 19
percent of the students demonstrated a willingness to use the online platform, selecting the answer “It motivates
me” on the question “I am using the ESP platform as: (select one or more).” These results indicate a lack of
enthusiasm when it comes to using the online tools. Finally, while the majority of the students (70 percent) agreed
that the use of the online platform had a positive effect in their course, only 6 percent felt that their interaction
and engagement in the course were increased and only 6 percent of the students agreed that they had the chance
to facilitate a more active learning (see Table I).
FB questionnaire results
The scope of the FB questionnaire at the end of the course was to re-assess the students’ attitude toward the
online platform after the introduction of FB as a teacher- student and student-student communication tool. Table
II summarizes the most important findings of the FB questionnaire in which respondents were asked to report their
opinion on the use of SNS in English as a foreign language (EFL). A series of five-point Likert scaled questions were
asked that were designed to measure levels of agreement where:
 1 = “strongly disagree”
 2 = “disagree”
 3 = neutral or undecided

Table I.
Moodle features used
by ESP students in
their online course

Which Moodle
News
features have
You
Hot
forums for
you used within Tube
potatoes Question
Calendar distributing
your course(s)? videos Podcasts Chat Glossary Exercise Forums quiz
naires Quizzes Wikis feature information Grades
Number
%

0
0

10
20

1
2

8
16

0
0

Table II.
Educational use of
Facebook in the ESP
language course

Social networking sites like Facebook help to
strengthen your English skills
Social networking sites help to build/strengthen a
sense of community within a learning environment
Social networking sites can enhance the learning
process
Facebook can make classes more interesting
The use of Facebook as a learning tool engages
students
There are no specific benefits that make Facebook a
better forum for class discussions and
announcements over a learning management system
like Moodle
Facebook is not an appropriate environment for
learning
I preferred following discussions rather than
participating
I enjoyed posting to the discussion forum
I learned a lot from my local classmates
I would like to use FB in other language classes
I felt uncomfortable posting my thoughts publicly in
the forum
The FB project took up too much time
Overall, the FB project was beneficial to me

3
6

15
29

0
0

11
22

3
6

0
0

Strongly
disagree
(%)

Disagree
(%)

15

6

4

42

33

4

13

8

46

29

13
6

15
4

4
8

42
31

27
50

4

10

2

21

63

10

13

4

42

31

4

6

0

25

65

35
40
13
19

31
31
19
10

2
4
10
2

21
17
46
25

10
8
13
44

31
27
13

19
25
15

10
4
2

33
40
33

6
4
38

Undecided Agree
(%)
(%)

0
0

0
0

Strongly
agree
(%)

 4 = “agree”
 5 = “strongly agree”
Most students (76 percent) agreed that the use of SNS helped build or strengthen a sense of community within a
learning environment, while 69 percent suggested SNS enhanced the learning process. Most students (81 percent)
responded that FB made classes more interesting, while 84 percent found themselves engrossed in the online tool.
In fact, 90 percent of the students expressed a preference for using FB as a forum for class discussions rather than
the discussion forum in Moodle. Interestingly, though, students reported FB to not be an appropriate learning
environment (90 percent). It is noteworthy that just 31 percent of the students expressed their preference for
following discussions rather than participating. Similarly, 71 percent enjoyed posting to the discussion forum, while
56 percent considered the communication with classmates in FB beneficial. Finally, the majority (71 percent) found
the FB project to be beneficial (Table II).

Discussion and implications
The present research demonstrates the student’s preference for informal course discussions to occur through a
SNS (FB) rather than the LMS (Moodle). The use of the LMS platform provided a controlled formal educational
environment where students were required to complete their assignments, whereas FB was a less rigid, informal
learning environment allowing student self-regulating interactions. Many applications of SNSs like FB, Edmondo
and others have been used in informal approaches to learning by both learners and educators in higher
education. Familiarization with technologies for social networking has added to their popularity and prevalence.
The current generation of university students tends to regard them as part of their way of life rather than as a new
set of tools (Salaway and Caruso, 2007; Shier, 2005).
SNS provide a convenient and accessible way to connect and interact, share ideas or gather feedback in a fluid way
(McLoughlin and Lee, 2007; Pempek et al., 2009). From the angle of Social Cultural Theory, Lantolf and Thorne
(2007) postulate that exposure to input in the target language is necessary. Second language socialization is the
route a learner has to take to socialize into the target language community through the practice of second
language (Duff, 2007). Sociocultural Theory acknowledges that the target language is created and acquired
through real interaction in a suitable sociocultural environment (Kasper, 2001; Norton and Gao, 2008). Learners of
EFL have more possibilities to learn the target language through activities and participation in an English cultural
community (Lantolf and Thorne, 2007; McLoughlin and Lee, 2007; Ricento, 2005). Results of the present study
suggest that students reacted positively to the use of FB in their ESP course as a supplement to their Moodle-based
course. Students acknowledged a good number of benefits (social and pedagogical) related to the integration of
this SNS in their online learning environment, including:
(1) facilitation of communication among students and student-instructor;
(2) student participation and collaboration; and
(3) motivation.
Interestingly, while students believed the addition of FB to their online ESP course was beneficial, they did not
believe FB was an appropriate learning environment for the formal portion of the course, which is consistent with
the findings of others (Selwyn, 2007; Hemmi et al., 2009; Gray et al., 2010). Results suggest FB should be
considered a valuable adjunct to a language course, or supplementary activity, and not be used as the primary
learning platform or to create the formal learning environment. FB may be best suited as an adjunct online tool to
facilitate the learning of EFL. Students used FB to complement the LMS course and as an interactive tool where
they could share information that enhanced the class work and student interaction.
While the use of the “Forum” feature on the LMS may seem to be a more traditional learning tool for students, it
was not preferred by students in the present study. Instead, the addition of FB as a communication and social tool
seems to have brought the community of learners together. Traditional forums or discussion board tools lack this
social element of learning (Blattner, 2012). A new conception of learning is favored in which students prefer the
richness and directness of the web and the online community to the confines of the e-learning platforms. Students
are more at ease with posting in their FB learning group or following threaded discussions in FB led by the
language instructor and other group members. This study has demonstrated the value of using FB to support other
Web 2 tools in the sense that it can engage students in learning activities, motivate them and help to strengthen a
sense of community within a learning environment.
Future trends
This research can be taken into consideration in future research concerning comparisons of the use of FB with
other social media (e.g. Wikis and blogs), web-based learning environments in other countries, and with other
subject matter. While data from only one group of ESP learners in higher education was analyzed in the present
study, future research is encouraged to analyze data from more EFL groups in order to present a more complete
picture of the use of FB or other SNSs in language classes. Even though FB seems to provide valuable benefits and
opportunities for learners and educators in the field of foreign language education, more research is needed to
further establish the effectiveness of SNS tools in foreign language classrooms.
Conclusion
The results of this exploratory study provided insight into how SNS fit with the use of other Web 2.0 tools such as
LMS for language learning. Results demonstrate the usefulness of FB as an adjunctive instructional tool which
can facilitate the development of students’ language skills, reinforced their cognitive skills and supported an active

learning environment. The addition of FB as an educational tool strengthened the EFL learner’s motivation and
engagement. Learners recounted their satisfaction with learning through interaction and sharing with peers on FB.
The findings demonstrate that students were comfortable with the online learning environment and felt motivated
by the well-structured online tasks presented through FB.
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About the authors
Evriklea Dogoriti is a PhD Candidate in the School of Education, Laboratory of New Technologies and Distance
Learning, University of Ioannina, Greece.
Dr Jenny Pange is a Professor of Informatics and Applied Mathematics with emphasis at educational programs,
Vice-president of the Department of Early Childhood Education, University of Ioannina, Greece
Dr Gregory S. Anderson is the Dean of Applied Research and Graduate Studies at the Justice Institute of British
Columbia, and has been the Chair of the Scientific Committee for the International Conference on Information
Communication Technologies in Education for 14 years. Dr Gregory S. Anderson is the corresponding author and
can be contacted at: ganderson@jibc.ca