Using Mobile Facebook As An LMS: Exploring Impeding Factors

Serge Gabarre, Cécile Gabarre, Rosseni Din, Parilah Mohd Shah, Aida Abdul Karim


The present article describes exploratory research conducted in two French language courses to identify the impeding factors of using a social networking site (SNS) on smartphones.  Following the replacement of the faculty’s learning management system (LMS) by a unified platform, there were difficulties in conducting the same class activities that the researchers and students had grown accustomed to. Students were no longer able to initiate discussions in the target language in online forums nor were they able to use their mobile devices to access and share resources directly from the classroom. Current literature emphasises (1) the benefits of learning on SNS and (2) the advantages of mobile learning, which suggests these technologies as possible solutions to the issue discussed in the present study. The opportunities afforded by these technologies were first explored with a survey and deeper knowledge was gained with group interviews.  Descriptive statistics were used to analyse the survey data while computer aided qualitative analysis software was used to categorise the themes which emerged from the interviews.  Smartphone ownership and SNS membership were not identified as impeding factors to adopt these tools for learning.  However, several impeding factors were identified with each technology.  Inhibiting issues with SNS were: the lack of privacy, the dichotomy in the notion of friendship, and paradoxically the lack of stimulus to communicate.  The constraints from the mobile phones stemmed from their intrusive nature and their inability to perform the same tasks as laptops.  These findings are assessed and discussed in light of other research before an SNS and smartphone system is implemented to supersede or replace the LMS.  


mLearning; SNS; obstacles; CALL; LMS

Full Text:



Baker, R., & White, K. (2011). In their own words: Why teenagers don’t use social networking sites. Cyberpsychology, Behavior, And Social Networking. Vol. 14(6), 395-398.

Bradley, C., & Holley, D. (2011). Empirical research into students’ mobile phones and their use for learning. International Journal of Mobile and Blended Learning. Vol. 3(4), 38-53.

Campbell, M. (2005). The impact of the mobile phone on young people’s social life. Paper presented at the Paper presented at the Social Change in the 21st Century Conference, Brisbane, Australia.

Chen, I.-J., Chang, C.-C., & Yen, J.-C. (2012). Effects of presentation mode on mobile language learning: A performance efficiency perspective. Australasian Journal of

Educational Technology. Vol. 28(1), 122-137.

Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education.

Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research. Vol. 4(3), 193-220.

Frey, J., & Fontana, A. (1991). The group interview in social research. The Social Science Journal. Vol. 28(2), 175-187.

Gabarre, S., & Gabarre, C. (2010). Shooting short videos in French with mobile phones. FULGOR. Vol. 4(2), 93-108.

Gabarre, S., & Gabarre, C. (2010b). Utilising mobile phones as a language learning tool. Language learning: Challenges, approaches and collaboration (pp. 92-118). Saarbrücken,

Germany: VDM Verlag Dr. Müller GmbH & Co. KG.

Hsu, C.-W., & Wang, C.-C. (2011). The closer the relationship, the more the interaction on facebook? Investigating the case of taiwan users. Cyberpsychology, Behavior, And Social Networking. Vol. 14(7-8), 473-476.

James, W. A., & Callister, R. R. (1999). Malaysian community mediation. Journal of Conflict Resolution. Vol. 43(3), 343-365.

Junco, R., Elavsky, C. M. & Heiberger, G. (2013). Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of

Educational Technology. Vol. 44(2), 273-287.

Krashen, S. D. (2009). Principles and practice in second language acquisition. Oxford, United Kingdom: Pergamon Press Inc.

Kukulska-Hulme, A. (2007). Mobile usability in educational contexts: What have we learnt? International Review of Research in Open and Distance Learning. Vol. 8(2), 1-16.

Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning. Vol. 24(6), 447-540.

Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on ‘‘Facebook’’: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education. Vol. 56(1), 1-17.

Noriah Ismail, Supyan Hussin & Saadiyah Darus. (2012). ESL Students' attitude, learning problems, and needs for online writing. GEMA Online® Journal of Language Studies. Vol. 12(4), 1089-1107.

Oberg, A., & Daniels, P. (2013). Analysis of the effect a student-centred mobile learning instructional method has on language acquisition. Computer Assisted Language Learning. Vol. 26(2), 177-196.

Pramela, K., Marlyna Maros & Siti Hamin Stapa. (2012). Sociocultural factors and social presence in an online learning environment. GEMA Online® Journal of Language Studies. Vol. 12(1), 201-213.

Rambe, P. (2012). Critical discourse analysis of collaborative engagement in Facebook postings. Australasian Journal of Educational Technology. Vol. 28(2), 295-314.

Selwyn, N. (2007). 'Screw Blackboard... do it on Facebook!': An investigation of student's educational use of Facebook. Paper presented at the Poke 1.0 - Facebook social research symposium, London, United Kingdom.

Siti Hamin Stapa & Azianura Hani Shaari. (2012). Understanding online communicative language features in social networking environment. GEMA Online® Journal of Language Studies. Vol. 12(3), 817-830.

Tang, K. C., & Davis, A. (1995). Critical factors in the determination of focus group size. Family Practice. Vol. 12(4), 474-475.

Thomée, S., Eklöf, M., Gustafsson, E., Nilsson, R. & Hagberg, M. (2007). Prevalence of perceived stress, symptoms of depression and sleep disturbances in relation to information and communication technology (ICT) use among young adults – An explorative prospective study. Computers in Human Behavior. Vol. 23, 1300-1321.

Tokunaga, R. (2011). Friend me or you’ll strain us: Understanding negative events that occur over social networking sites. Cyberpsychology, Behavior, and Social Networking. Vol. 14(7-8), 425-432.

Traxler, J. (2011). Mobile learning: Starting in the right place, going in the right direction? International Journal of Mobile and Blended Learning3(2), 57-67.

Tu, C.-H. (2001). How Chinese perceive social presence: An examination of interaction in online learning environment. Educational Media International. Vol. 38(1), 45-60.

Walsh, S. P., White, K. M., & Young, R. M. (2008). Over-connected? A qualitative exploration of the relationship between Australian youth and their mobile phones. Journal of Adolescence. Vol. 31, 77-92.

Wang, Q., Woo, H. L., Quek, C. L., Yang, Y. & Liu, M. (2011). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology. Vol. 43(3), 428-438.

Wong, L.-H., & Looi, C.-K. (2010). Vocabulary learning by mobile-assisted authentic content creation and social meaning-making: Two case studies. Journal of Computer Assisted Learning. Vol. 26, 421-433.

Zakaria, M. H., Watson, J. & Edwards, S. L. (2010). Investigating the use of Web 2.0 technology by Malaysian students. Multicultural Education & Technology Journal. Vol. 4(1), 17-29.


  • There are currently no refbacks.




eISSN : 2550-2131

ISSN : 1675-8021