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Abstract

A research problem was identified that warranted the initiation of this study. A mixed pattern for results regarding Facebook usage in EFL writing outside the classroom exists in the literature. As the researchers believed in student- centered and autonomous learning, they intended to delineate students’ perceptions of the benefits and drawbacks of using Facebook in EFL . academic writing. The researchers conducted this study with their students at a Saudi college. Ten students participated in this study while they were studying the English Writing course. The researchers collected data through a questionnaire, interviews and participant observations. The findings . showed six benefits of Facebook usage in academic writing: (1) greater )1( : motivation to write, (2) increased collaboration among students, (3) )4( ) 3( ) 2( improvements in writing, (4) having a good medium to practise writing ) 5( outside the classroom, (5) providing an environment with less pressure on .) 6( writing and (6) greater ease of use and being able to write anytime, anywhere. Two drawbacks were identified: (1) distractions regarding chat )2( ) 1( : invitations and (2) use of impolite language. The researchers provided . suggestions for maximising the benefits and minimising the drawbacks in EFL teaching and learning. They also linked the use of Facebook to some learning theories. .

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