Some Libyan EFL University Instructors’ Beliefs and Practices of Integrating Facebook in ELT

Abstract

This study investigates the beliefs and practices of fourteen Libyan EFL university instructors of integrating Facebook in language teaching and learning. A qualitative approach of investigation was employed and the data was collected through an open-ended questionnaire sent to the instructors via FB messenger. The results revealed that all the participants liked the idea of integrating FB in their teaching and they all reported their useful and successful experiences of this integration. However, lack or poor internet, time convenience, lack of knowledge and skills of using this social network, privacy and disclosing identities issues, and female students and instructors reluctance in joining FB mixed groups were reported as influential challenges in limiting the usefulness and effectiveness of using FB in Libyan universities. Nevertheless, the improvement in internet service in Libya and the increasing popularity of FB among university students and instructors should encourage them to effectively use it for academic purposes. It is certainly a useful educational tool and its integration can help in creating more interactive teaching and in developing more learner autonomy.