ENHANCING WRITING ENGLISH PERFORMANCE OF 9th GRADE STUDENTS BY USING THE SOCIAL MEDIA

Abstract

This study explores how integrating Facebook with a Three-tiered Feedback Model (peer, AIassisted, and teacher feedback) can improve ninth graders’ English writing performance in Phu Tho,
Vietnam. Using a quasi-experimental design with 60 students, the experimental group (n=30) engaged
in weekly Facebook writing tasks, while the control group (n=30) followed traditional methods. Data
from tests, questionnaires, and interviews showed the experimental group significantly outperformed the
control group (mean 7.7 vs. 6.4). Students also reported higher motivation, confidence, and better idea
development. Findings confirm that social-media-supported feedback creates a practical and engaging
environment for enhancing writing, especially in rural contexts with limited resources.