The goal of this study was to investigate the effect of integrating Facebook and peer
assessment with college English writing class instruction through a blended teaching
approach. This blended approach consisted of one-third of a semester of classroom
instruction and two-thirds of a semester combining Facebook, peer assessment, and
classroom instruction. The subjects were 23 first-year students majoring in English at a
technological university in Taiwan participating in an 18 week English writing class.
The students were divided into three groups with three Facebook platforms. Both
quantitative and qualitative approaches were employed in the study. Research
instruments included pre-test and post-test of English writing skills, a self-developed
survey questionnaire, and in-depth student interviews. The findings suggest that
incorporating peer assessment using Facebook in learning English writing can be
interesting and effective for college-level English writing classes. Students can improve
their English writing skills and knowledge not only from the in-class instruction but
also from cooperative learning. In addition, this Facebook integrated instruction can
significantly enhance students’ interest and motivation. Finally, the findings may
provide useful instructional strategies for teachers of ESL English writing courses.