HO CHI MINH CITY UNIVERSITY OF

FOREIGN LANGUAGES - INFORMATION TECHNOLOGY

FACULTY OF FOREIGN LANGUAGES

PORTFOLIO OF RESEARCH METHODS

THE EFFECTS OF FACEBOOK ON THIRD-YEAR STUDENTS IN

ENGLISH MAJOR AT HUFLIT

Student: Phạm Gia Khiêm

Student’s number: 20DH713976
Class: ………………
Instructor: Vũ Trâm Anh (M.A.)

HO CHI MINH CITY, April 9, 2024

NAME: Phạm Gia Khiêm

STUDENT ID: 20DH713976

UNIT NAME: Research Methods

Plagiarism and Collusion Consequences of Plagiarism and Collusion

Plagiarism is a practice that involves the A student found guilty of plagiarism will be subject
using of another person’s intellectual to some or all of the following:
output and presenting it as one’s own’.
This includes the presentation of work that has Referral to Course Coordinator for: counseling;
been copied, in whole or part, from other submission of further work; use of the services of
sources (including other students’ work, Student Learning Unit; the placing of a record of the
published books or periodicals, or unpublished alleged infringement on the student’s file.
works or unauthorized collaboration with other
Referral of the matter to the Head of School
persons), without due acknowledgement.
for: issuing of written warning; re-submission of
work for assessment or the undertaking of another
form of assessment such as an oral or unseen
examination; allocation of a fail grade to part or all
of the assessment; allocation a fail grade to the
subject.

Referral of the matter to the Dean for:

suspension from the course; official disciplinary
action by the University Disciplinary Committee.

EMAIL ADDRESS: 20dh713976@st.huflit.edu.vn

DATE SUBMITTED: April 10th, 2024

WORD COUNT: 6,513 words

STUDENT DECLARATION

I DECLARE THAT THIS ASSIGNMENT IS ORIGINAL AND HAS NOT BEEN SUBMITTED FOR ASSESSMENT

ELSEWHERE.

I DECLARE THAT THIS ASSIGNMENT IS MY OWN WORK AND DOES NOT INVOLVE PLAGIARISM OR

COLLUSION.

NO OTHER’S WORK OR IDEAS HAVE BEEN USED WITHOUT ACKNOWLEDGEMENT, EXCEPT WHERE I CLEARLY

STATE THAT I HAVE USED SOME OF THE MATERIAL ELSEWHERE

NAME/ SIGNATURE DATE:

 INSTRUCTOR’S ASSESSMENT

TASKS MASKS
Design & Topic 0.5 0.5
Abstract 0.5 0.33
Chapter 1. Introduction 1.0 0.7
Chapter 2. Literature Review + Reference list 1.0 0.3
Chapter 3. Method + Questionnaire 1.0 0.75
Chapter 4. Findings & Discussion 1.0 0.7
Chapter 5. Conclusion 1.0 0.7
Final product 2.0

Attendance 1.0 1
Attitude 1.0 1
TOTAL 10.0 marks
 TABLE OF CONTENTS

CHAPTER ONE. INTRODUCTION.....................................................................................................2

1.1 Background............................................................................................................................2
1.2 Objectives...............................................................................................................................2
1.3 Scopes....................................................................................................................................2
1.4 Organization...........................................................................................................................3
CHAPTERTWO-LITERATUREREVIEW............................................................................................3
2.1 Overview of Facebook..................................................................................................................4
2.1.1 Definitions of Facebook.........................................................................................................4
2.1.2 The Prevalence of Facebook among University Students......................................................4
2.1.3 Typical Features of Facebook................................................................................................4
2.2 Insights into The Role of Facebook in Students' Lives.................................................................5
2.2.1 The average amount of time spent by students on Facebook each day..................................5
2.2.2 The Reason Why Students Are Engaged with Facebook.......................................................5
2.3 Positive and Negative Impacts of Facebook on Students’ Lives..................................................5
2.3.1 Negative Effects of Facebook on Students’ Lives.................................................................5
2.3.1.1 Concentration and Focus.................................................................................................6
2.3.1.2 Academic Performance...................................................................................................6
2.3.1.3 Mental Health and Physical Health.................................................................................6
2.3.1.4 Reduced Face-to-Face Interaction...................................................................................7
2.3.2Positive Effects of Facebook on Students’ Live......................................................................7
2.3.2.1 Connectivity to Other People..........................................................................................7
2.3.2.2 Academic Collaboration..................................................................................................7
2.3.2.3 Developing Skills............................................................................................................8
2.3.2.4 Share and Find Learning Resources................................................................................8
CHAPTER THREE-RESEARCH METHODOLOGY...........................................................................9
3.1 Overview of the experiment..........................................................................................................9
3.2 Subjects of the experiment..........................................................................................................10
3.3 Materials......................................................................................................................................10
3.4 Procedures...................................................................................................................................10
3.5 Statistical treatment.....................................................................................................................11
CHAPTER FOUR–FINDINGS.............................................................................................................12
CHAPTER FIVE–DISCUSSION.........................................................................................................22
5.1 Purpose of the study....................................................................................................................22
5.2 Findings and Explanation............................................................................................................23
5.3 Implication...................................................................................................................................24
5.4 Limitation....................................................................................................................................24
5.5 Recommendation.........................................................................................................................25
References.............................................................................................................................................26
 ABSTRACT

"In today's digital age, social media, particularly Facebook, significantly impacts
students' lives. This study explores Facebook's effects on third-year English majors at
HUFLIT University, examining its influence on academics, social interactions, and
happiness. Through a survey of 102 participants, results in Facebook usage patterns
and perceptions were gained. While many students spend substantial time on
Facebook, opinions on its impact on academics vary. However, a majority report
feelings of anxiety or depression related to Facebook use, highlighting its complex
relationship with mental health. Despite challenges, students employ strategies to
manage usage, indicating awareness of its influence. This study emphasizes
responsible social media use for fostering a healthy digital environment conducive to
student learning."

Keywords: Facebook, Social Media, Impacts of Facebook, Facebook Addiction,

Digital Habits.

TÓM TẮT

"Trong thời đại kỹ thuật số hiện nay, mạng xã hội, đặc biệt là Facebook, có những ảnh
hưởng đáng kể đến đời sống của sinh viên. Nghiên cứu này khám phá các tác động
của Facebook đối với sinh viên thành viên năm ba chuyên ngành tiếng Anh tại Đại
học HUFLIT, xem xét tác động của nó đến học tập, tương tác xã hội và hạnh
phúc.Thông qua một cuộc khảo sát với 102 người tham gia, chúng tôi thu được những
kết quả có giá trị về mô hình sử dụng Facebook và quan điểm của sinh viên. Mặc dù
nhiều sinh viên dành nhiều thời gian cho Facebook, nhưng ý kiến về ảnh hưởng của
nó đối với việc học tập lại khác nhau. Tuy nhiên, đa số báo cáo cáo cảm giác lo lắng
hoặc trầm lắng cảm liên quan đến việc sử dụng Facebook, nhấn mạnh mối quan hệ
phức tạp giữa việc sử dụng mạng xã hội và sức khỏe tinh thần. Mặc dù gặp khó khăn,
sinh viên đã áp dụng các chiến lược để quản lý thời gian sử dụng, cho thấy sự nhận
thức về ảnh hưởng của nó. Nghiên cứu này nhấn mạnh việc sử dụng mạng xã hội một
cách có trách nhiệm để tạo ra một môi trường lành mạnh hỗ trợ cho quá trình học tập
của sinh viên."

Từ khóa: Facebook, Truyền thông xã hội, Tác động của Facebook, Nghiện Facebook,

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Thói quen kỹ thuật số.

CHAPTER ONE. INTRODUCTION

1.1 Background
In the context of the world growing at breakneck speed, the emergence of social
media platforms has changed the way people communicate and interact. Facebook has
emerged as a force dominating the social networking sector. The influence of this
social networking platform spreads to university students, including those studying
English majors at the University of Foreign Languages - Information Technology in
Ho Chi Minh City (HUFLIT). Facebook not only serves as a socialization platform
but also as a tool for students to engage in learning and improve their learning
abilities. The rapid development of the Internet in Vietnam has made social
networking platforms more accessible to young people, a generation that tends to like
modernity and spends a lot of time using social networks. At HUFLIT, English majors
use Facebook as a channel to provide educational resources, networking
opportunities, and personal development. Besides the benefits, Facebook also contains
negative potential impacts for students. Some students experience problems with the
ability to concentrate on their studies and the quality of real-life relationships declines
because of using Facebook. An article written by Nguyen Lan Nguyen (2020), also
mentioned that the widespread use of Facebook has had impacts on students' lives in
both positive and negative ways. For that reason, this study was conducted with the
purpose of learning about the impact of Facebook on third-year English majors at
HUFLIT, exploring the role of Facebook in various aspects of their lives.

1.2 Objectives
The goal of this study is to determine the positive and negative effects of Facebook on
many aspects of third-year student life. To evaluate the impact of Facebook on
students and find solutions to help students use Facebook in a positive way. This
study aims to enrich existing knowledge about the role of Facebook for students.
From there, finding and giving valuable advice helps students gain awareness about
how to use Facebook to bring academic and social benefits. Besides, the researcher
also wants to help students limit the potentially harmful effects of Facebook if
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students use it incorrectly.

1.3 Scopes

Although there has been much research on the influence of Facebook on various
aspects of students' lives, there has been limited attention directed toward examining
its specific impact on third-year students in English majors at HUFLIT. This study
sought to address this gap by investigating the impact of Facebook use on the
academic performance, social interactions, and overall health of third-year English
majors at HUFLIT. From there, we provide measures and advice to help students
access Facebook in healthier. This research was conducted at Ho Chi Minh City
University of Foreign Languages and Information Technology (HUFLIT), a
Vietnamese private school. The subject are one hundred and two third-year students
majoring in English out of a total of more than two thousand students. They come
from different regions in Vietnam. Research lasts about twelve weeks, The period
starts from December 18, 2023, to March 04, 2024. The researcher used a quantitative
definition method and administered an online questionnaire to collect data.

1.4 Organization

The research paper begins by exploring the impact of Facebook on the lives of third-
year students in English major at HUFLIT. The literature review then delves into
topics closely related to the focus of the study. The researcher then conducts a
thorough examination, details the methods used to collect the data, and conducts a
rigorous analysis of the data collected. In the next section, the research summarizes
the valuable results from the investigation, then the researcher conducts a debate on
these findings to determine the exact effects of Facebook on students. The study ends
with a short conclusion about the findings, limitations as well as recommendations for
future research. Finally, the reference list section lists the citations that appear in the
research.

In chapter two, the researcher will review existing literature to analyze Facebook's
impact on third-year English majors at HUFLIT comprehensively.

CHAPTERTWO-LITERATUREREVIEW

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 This literature review provides an overview of Facebook. Learn the definitions
and prevalence of Facebook among university students. It delves into the Facebook
features most used by students, helping to shape their daily activities and interactions.
Evaluate statistics on the amount of time students spend on Facebook each day.
Furthermore, the review sheds light on both positive and negative impacts, including
concerns about attention span, academic performance, mental and physical health, and
reduced face-to-face interactions.
2.1 Overview of Facebook
2.1.1 Definitions of Facebook
According to an article in the Journal of Computer-Mediated Communication
(Boyd & Ellison, 2007), Facebook is a famous and widely used social networking
platform globally. It is recognized as the social networking platform with the largest
number of users in the world. The Facebook platform allows individuals to use their
accounts to create personal profiles, connect with friends, find new relationships with
strangers, share multimedia content about daily life, and participate in various
interactive activities, such as commenting, Liking, and joining various interest-based
groups (Boyd & Ellison, 2007).
2.1.2 The Prevalence of Facebook among University Students
In the modern context, seeing students using social networks is no longer
strange. Statistics on the number of Facebook users by demographic group conducted
by the Statista website in 2023 show that the users are mainly students, accounting for
21.5% of the total number of Facebook users (Statista, 2023). The above statistics
show the widespread popularity of Facebook among university students. Besides,
Facebook is popular with students due to the convenient features that Facebook
provides to students. These features will be clarified in the next section.
2.1.3 Typical Features of Facebook
Facebook provides users with many convenient features such as News Feed,
Messenger, and Groups. These features are used by students for different needs such
as studying, entertainment, chatting, etc. These features gradually become an
indispensable part of students’ daily lives and have a great influence on them.
News Feed

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 Facebook's News Feed is the hub for displaying information and posts from
friends, pages, and groups that users have followed. This is a quick way favored by
most college students to keep up to date with social and world news as well as keep
track of the daily activities of friends and family members (Mushtaq, 2017).
Groups
Rause (2017) confirmed the definition of a Group as a page that any Facebook
user can create, and others can join. Groups allow members to share and discuss
common topics. This is a feature used by college students to form study groups and
share study materials or useful skills.
Messenger
A Technology article (Dummies, 2021) described Facebook Messenger is an
integrated instant chat service. Online users can send messages, photos, etc. as well as
reply to other users' messages. Messenger's simple accessibility makes it the preferred
method of communication for students, facilitating quick and direct interaction.
2.2 Insights into The Role of Facebook in Students' Lives
2.2.1 The average amount of time spent by students on Facebook each day
To understand the impact of Facebook on student life, it is paramount to find
out how students allocate their time using Facebook. That provides a more general
view of the status of Facebook use by university students. Based on a study conducted
by Pempek, Yermolayeva, and Calvert (2009) found that university students spend an
average of 27.93 minutes per day on weekdays and more on the weekends. A similar
article written by Carreon, Valenzuela, Tayag, and Dizon (2019) showed a different
result, about 2 hours per week being the average time students spent using Facebook.
From the above results and data, the current situation and average amount of time
students use Facebook is relatively large, it accounts for a large part of students' daily
lives.
2.2.2 The Reason Why Students Are Engaged with Facebook
Based on the research results by A. Simek, Dabaj, And E. Simsek (2020), the
main reason why students use Facebook is due to interpersonal communication with
close friends, the use of Facebook gives students a means of communicating with
friends despite geographical distance. By using Facebook, Besides, some students use
Facebook for entertainment activities (Wang & Mark, 2018). Facebook can also be

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used as a learning resource by students and a study has shown that using Facebook for
learning purposes is possible (Arteaga Sánchez, Cortijo, & Javed, 2014).
2.3 Positive and Negative Impacts of Facebook on Students’ Lives
2.3.1 Negative Effects of Facebook on Students’ Lives
Currently, the fact that students are immersed in using Facebook for too many
consecutive hours has become a serious issue. Reality has shown that continuously
using Facebook too much will be a double-edged sword, causing serious
consequences for students’ lives (Kuhanesan & Thuseethan, 2014).

2.3.1.1 Concentration and Focus

In an article written by Hari (2022), he pointed out that using Facebook can
cause concentration problems. When we are entering a time of high concentration for
study and work, just one notification from Facebook will cause our concentration to
be lost because of Facebook's interruption. From there, the ability to concentrate is
significantly reduced and, as a result, academic and work results become impaired. A
similar study also showed that Facebook has many negative effects on learning
mainly due to multitasking. Interacting with Facebook while studying is said to
distract students' attention and disrupt the deep learning process that requires
sustained concentration (Wang & Mark, 2018).
2.3.1.2 Academic Performance
Spending too much time surfing Facebook can cause students' academic
performance to decline. A study has shown that students who tend to use Facebook a
high frequency every day are often distracted from studying and doing homework,
leading to lower average scores than students who tend to use Facebook less (Feng, K.
Wong, Y. Wong, & Hossain, 2019). A similar study also mentioned that Facebook
addiction will cause negative consequences for academic performance and that
surfing Facebook meaninglessly and without a goal will lead to poor study habits and
low scores., and worse, losing interest in classroom activities (Dule, Abdu, Hajure,
Mohammedhussein, Girma, Gezimu, & Duguma, 2023).
2.3.1.3 Mental Health and Physical Health
In one article, it was stated that mental health symptoms worsened statistically
significantly after the emergence of Facebook. The number of young people suffering

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from psychological diseases such as psychological disorders, and depression... is
becoming more and more common, and people with this disease have one common
characteristic: using Facebook with high frequency (Academic study, 2022). Not only
does it affect mental health, Facebook also seriously affects the health of students.
According to research on the impact of Facebook on student health, Facebook
addiction poses potential health risks. Research shows that students who use
Facebook more than 4-6 hours a day will experience insomnia or sleep disruption,
especially when using Facebook before going to bed. Furthermore, using Facebook
also causes health problems such as Headaches, back pain, and nearsightedness
(Mohammad, Shrabony, Mohammad, Md. Ibrahim, Ummay, Asma, Manik, & Md.
Jamal, 2021).
2.3.1.4 Reduced Face-to-Face Interaction
There have been concerns from scientists that using social media such as
Facebook will reduce face-to-face interaction. Specifically, a study showed that if
students spend time on social networks at the expense of face-to-face interactions,
especially with close friends and family, it can cause depression. reduces happiness
and connection and creates separation from loved ones. The paper also includes clear
evidence of increased use of mobile phones and social media, as well as some
evidence of a decline in face-to-face communication (Crevin, 2015).
2.3.2Positive Effects of Facebook on Students’ Live
Besides the potential harms, one thing that cannot be denied is that Facebook
also brings positive benefits to college students in many aspects, if it is used properly.
The benefits that Facebook provides to students include means of contacting family
and friends, finding new friends, studying and job opportunities...etc (Kuhanesan &
Thuseethan, 2014).
2.3.2.1 Connectivity to Other People
Facebook plays an important role as a bridge, connecting individuals globally.
It provides seamless communication through text, video calls, and emotion sharing. In
an age where loved ones are geographically dispersed, Facebook helps maintain
relationships by supporting real-time updates, photo sharing, and video chats,
strengthening the feeling of connection. Recent studies support the positive impact of
active social media use in promoting social connection, reducing the number of

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people who are alone, and no longer feel lonely or depressed (Jacquelyn, 2023). In
addition, Facebook also helps students reach and chat with friends around the world,
thereby making it easier to build and make friends with more people and thanks to
that, students can also learn and exchange culture. Meet up with faraway friends.
2.3.2.2 Academic Collaboration
Facebook can support students' collaborative learning activities by serving as a
communication hub and sharing learning resources. It offers features like groups and
events that serve as virtual meeting spaces, promoting collaboration on projects and
idea generation. With Facebook, students can solve homework together or discuss
ideas for common tasks and assignments (Tapos, 2023). With a global user base,
Facebook provides students with a large audience, increasing the reach of
collaborative learning efforts with a global reach, creating collaborative learning
opportunities. Overall, Facebook proves to be instrumental in supporting and
enhancing various aspects of academic collaboration between students.
2.3.2.3 Developing Skills
Facebook can be a useful tool to help develop students some essential skills. A
study conducted by Shaw (2015) demonstrated that students can improve their
creativity in expressing themselves and appropriately differentiate how they
communicate based on the type of audience. Additionally, Using Facebook has the
potential to develop the language skills of students who are not native English
speakers. Kabilan, Ahmad, and Abidin revealed that the majority of students admitted
that Facebook has significantly assisted them in improving their English reading and
writing skills thanks to communicating with friends on Facebook (2010).
2.3.2.4 Share and Find Learning Resources
Currently, on Facebook, there are a series of pages providing learning materials
in many diverse fields that students can easily search and access. In 2016, a research
paper by Manasijević, Živković, Arsić, and Milošević mentioned that Facebook can
be used as a learning resource. Students can utilize Facebook to search for learning
materials. In addition, students can search and discover new learning methods that
contribute to improving learning efficiency. Facebook is not only a source of
documents but also a place to share information, difficulties, and learning methods.

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With the Facebook forum, Students can share their difficulties and seek solutions
from group members.

This literature review provides a comprehensive definition of Facebook. It

highlights the platform's popularity among college students through data that shows
the important role it plays in daily activities. Facebook's convenient features have
become an indispensable part of students' daily routines. In addition, it provides
detailed information about the amount of time students spend on Facebook each day
and the different reasons they participate. Most importantly, the Literary Review
examines both the positive and negative effects of Facebook to address concerns such
as reduced concentration, academic performance, and effects on mental and physical
health. Despite its limitations, Facebook is not only a useful tool for collaboration,
skill development, and resource sharing among students, but also has positive aspects
including global connectivity, learning techniques Collaborate and improving skills.
Facebook is also a platform for sharing and discovering learning resources.
Essentially, Facebook, when used judiciously, contributes positively to many different
aspects of college students' lives.

Transitioning from the exploration of Facebook's impact detailed in the

literature review, Chapter Three now shifts its focus towards the
methodological underpinning of this study, delving into the systematic
approach employed to investigate the intricate relationship between Facebook
and third-year English majors at HUFLIT.

CHAPTER THREE-RESEARCH METHODOLOGY

This chapter serves as the methodological compass guiding this investigation

into the impact of Facebook on third-year students within the English major at
HUFLIT. Imbued with a strategic blend of in-person surveys and online
questionnaires, this chapter delineates the systematic approach taken to unravel the
multifaceted dimensions of social media influence. Through the prism of carefully
constructed surveys, the aim is to illuminate the intricate relationship between these
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students and Facebook, unraveling insights that go beyond mere statistical data.
3.1 Overview of the experiment

In this chapter, the methodology used to investigate the impact of Facebook on

third-year English majors at HUFLIT is comprehensively presented. Participants were
expected to answer various survey questions related to the study's focus on
Facebook's impact on students and their perceptions of the platform. This approach is
designed to provide a clear structure to the research, ensuring the robustness and
reliability of the findings.
3.2 Subjects of the experiment

Participants in this study were conducted with 102 third-year students majoring
in English at HUFLIT (Ho Chi Minh City University of Foreign Languages and
Information Technology). The participants were ages 18-23, including 52 females and
50 males. Participants were approached through HUFLIT online student community
groups and in-person classes. By exploiting the specific age group of third-year
English majors, this study can reach students based on their Facebook usage habits,
experiences, and effects of using Facebook from Their perspectives aim to offer
diverse perspectives on how Facebook affects the lives of students. This targeted
approach not only ensures relevance to the research question but also enriches the
quality of the findings by delving into the complexities between social media use and
learning process of university students. Thereby improving research quality
significantly.
3.3 Materials

Participants will be given a questionnaire consisting of 12 questions about their

perspectives and perceptions of the effects of using Facebook. The first 11 questions
are closed-ended, and all of them are multiple choice questions. The initial 2 questions
are intended to collect personal information from participants. The next two questions
asked participants for specific details about their daily Facebook engagement and the
main reasons they use Facebook. Questions 5 through 11 will ask participants to share
both positive and negative aspects of their Facebook experiences. The final question
was an open-ended question that asked participants to reflect and provide their own
answers on how Facebook impacted their overall college experience, including
academic performance, social interactions, etc. The questionnaire was designed with
the purpose of capturing insight into the effects of Facebook on third-year students in
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 English major at HUFLIT.
3.4 Procedures

This questionnaire was created by using Microsoft Word 2017 software and the
researcher used it to survey participants through two survey methods. In the first
method, the researcher created a questionnaire form through Google Forms and sent it
to everyone via online message on the online student community. In the second
method, the researcher went directly to the classroom and surveyed by distributing
questionnaires for participants to answer directly. By using these two data collection
methods, the researcher could interact realistically with students, while also obtaining
more accurate data by using the two methods simultaneously.

First, the researcher went to the class of third-year students at HUFLIT and
asked permission from the university lecturer to collect data from the students. Once
the researcher received approval from the lecturer to survey in 15 minutes, a
questionnaire survey for each student was administered. Next, the researcher guided
students on how to answer each question to get the most accurate results. After
approximately 15 minutes, the survey was completed, and the entire questionnaire was
given to the researcher. After completing the survey, the researcher thanked the class
and the lecturer for supporting the survey. Then, the researcher continued to survey 3
more classes of 3rd-year students to have all the necessary data.

Second, the researcher approached third-year students by joining the online

student community on Facebook and asked these students to take a questionnaire
survey by creating a Google Form and submitting it as an online link for students to
answer. The online questionnaire was sent to students by the researcher and was valid
for 2 days. After 2 days, the researcher will collect and synthesize data from students
that have been saved on Google Forms.

Finally, the researcher obtained the necessary statistical results. Then, the
researcher synthesized the collected data using Microsoft Excel to provide accurate
and reliable results for the research topic.
3.5 Statistical treatment

For analysis, the researcher collected data from online questionnaires and in-
person questionnaire responses from the classroom. Next, those results are analyzed
in Excel based on statistics and display the number and percentage of participants
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who made choices according to what participants think about Facebook and their
Choices will also be displayed on the chart.

Building on the methodological framework established in Chapter Three,

Chapter Four delves into a depth analysis of survey findings among third-year English
majors at HUFLIT, finding out impacts of Facebook on their lives.

CHAPTER FOUR–FINDINGS
In this section, the researcher performs a rigorous data analysis from a survey
conducted among third-year students of HUFLIT's foreign language department. The
presentation of statistics in various graph formats is intended to provide readers with a
comprehensive and accessible overview of the data collected. Following the statistical
analysis, the researcher engages in critical commentary and evaluation of the impact
of Facebook on students in specific academic contexts. This examination delves into
the multifaceted ways in which Facebook affects students, exploring both positive and
negative aspects, and offering valuable insights into developmental dynamics as well
as The role of social media in education.

Q1: What is your gender?

49%
51%

Nam Nữ

Figure 1 Gender distribution of respondents

Figure 1 shows the gender ratio of survey participants. In total one hundred and two
people participated in the survey, the researcher observed a balanced gender
distribution with 49% male and 51% female. All participants are third-year foreign
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language students studying at Ho Chi Minh City University of Foreign Languages and
Information Technology. This balanced gender ratio ensures that the analysis that
follows summarizes the diverse perspectives of English majors at HUFLIT toward
Facebook. Besides, the large number of students participating in this survey will bring
accurate and reliable research results.

Q2: How old are you?

8.8%
21.6%

69.6%

18-19 20-21 22-23

Figure 2 Age Ratio of Students Participating In The Survey

Based on the age distribution of the participants in Figure 2, the majority belong to the
20-21 age group, accounting for 69.6% of the sample, equivalent to 71 students. This
shows that most students in the research group are in their 20s. Accordingly, a smaller
proportion of participants, 21.6%, are aged 18-19, including 22 students. Additionally,
a minority of participants, representing 8.8% of the sample, were in the 22-23 age
group, a total of 9 students. These statistics provide an overview.
of the age range of survey participants who are third-year English students at HUFLIT.

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 Q3: How often do you use Facebook on a daily basis?

100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0% 49.0%
20.0% 19.6% 21.6%
10.0% 9.8%
0.0%
Less than 30 minutes 30 minutes to 1 hour 1-2 hours More than 2 hours

Figure 3 Daily Facebook Usage Patterns Among Students

Through Figure 3, researchers can determine students' Facebook usage patterns,

thereby contributing to clarifying students' Facebook usage trends. A significant
proportion of students (49%) said they spend 1-2 hours per day on the platform,
indicating consistent and significant engagement. Most notably, 21.6% of participants
said they spent more than 2 hours using Facebook, indicating that a large number of
students are immersed in the digital landscape. In contrast, 19.6% of students
allocated moderate Facebook usage time between 30 minutes and 1 hour,
demonstrating balanced interaction, while 9.8% spent less than 30 minutes, indicating
a groups have more limited interaction patterns. This detailed analysis delves into
participants' diverse social media habits. Understanding these complex usage habits is
key to illuminating the multifaceted aspects of Facebook use. Provides valuable
insights into evolving Facebook usage patterns among third-year students.

14
 Q4: What are the main reasons for using
Facebook?

Entertainment and relaxation 26.5%

Sharing and discussing academic-related content 19.6%

Networking with classmates and professors4.9%

Keeping in touch with friends and family 49.0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Figure 4 Students’ Main Reason for Using Facebook

Figure 4 shows why students use Facebook for diverse and complex purposes. 49%
use the platform to stay connected with friends and family, demonstrating a social
engagement aspect that reflects students' desire to communicate and maintain
relationships. Additionally, there is a significant emphasis on entertainment and
relaxation (26.5%), engaging in academically related content (19.6%), and connecting
with classmates and professors ( 4.9%). These numbers highlight the multifaceted role
Facebook plays in students' lives. From entertainment and relaxation to academic
pursuits, these diverse motivations underscore the platform's versatility as a hub for
meeting the diverse needs and interests of third-year English majors at HUFLIT.

Q5: Do you feel that Facebook has had a positive or

negative impact on your academic performance?

100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0% 43.1%
39.2%
30.0%
20.0%
10.0% 17.6%
0.0%
Positive impact negative impact no impact

Figure 5 Impacts on Student Learning Outcomes

The complex relationship between Facebook uses and academic performance is

15
demonstrated by the balanced distribution of opinions in Figure 5. While 43.1% of

Q6: Have you ever experienced feelings of anxiety or de-

pression related to your use of Facebook?

No
22%

Yes
78%

Yes No
students believed that Facebook had no discernible impact, a significant 39.2%
perceived a positive influence. This suggests that, for a significant portion of
participants, Facebook serves as a potentially beneficial tool in their learning journey.
Conversely, 17.6% expressed concerns about the negative impact that may arise from
Facebook use prompting a closer examination of the potential pitfalls associated with
social media use during the pursuit of excellent academic performance among
students.
Figure 6 Feelings of Anxiety or Depression among Students
One of the most notable and disturbing findings of the study concerns the
psychological impact of Facebook use. In Figure 6, 78.4% of students reported
feelings of anxiety or depression related to their interactions with the platform. This
finding raises questions about the potential mental health impacts associated with
prolonged social media engagement among third-year English majors and highlights
the urgent need must further explore the psychological impact of social media use in
academic contexts.

16
 Q7: How do you think Facebook has influenced your social
interactions with peers and professors?

100.0%
80.0%
60.0%
40.0%
20.0% 51.0%
26.5% 22.5%
0.0%

Figure 7 The Influence of Facebook on Students' Social Interaction

Facebook's influence on social interactions between peers and professors was an

important aspect of the researcher's investigation. Looking at Figure 7, a significant
portion (51%) felt there was no significant impact, suggesting that, for many students,
Facebook did not adversely affect their interpersonal relationships in the academic
community. Conversely, 26.5% admitted communication and collaboration improved
thanks to the platform. This positive aspect highlights the potential of social media to
enhance academic connections and collaboration. In contrast, 22.5% believe that face-
to-face interactions are hindered, highlighting the complex dynamics of digital
communication in the academic community, which third-year students can forget
daily communication with people around them if they are immersed in using
Facebook.

17
 Q8: Have you ever felt distracted from your studies due
to Facebook?

Never 9.8%

Rarely 27.5% %

Sometimes 43.1%

Often 19.6%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

Figure 8 Percentage of Students Neglecting Their Studies

In examining the data presented in Figure 8, the researcher identified a common
problem related to students' ability to maintain focus throughout their education.
These results point to a notable trend: a sizable proportion of students experience a
loss of concentration. Specifically, 43.1% of students admitted to being distracted
occasionally, while 27.5% admitted to rare cases, 19.6% admitted to often being
distracted, and 9.8% said they are never now distracted. This survey shows the
widespread prevalence of attention problems in students as well as the significant
impact of sites like Facebook in capturing students' attention. These insights are
valuable because they shed light on issues that keep students from focusing on their
studies.
Figure
Q9: Do you believe that Facebook has affected your abil-
9
ity to concentrate and focus on academic tasks?
100.0%
90.0%
80.0%
70.0%
60.0% %

50.0% 45.1%
40.0% 34.3%
30.0%
20.6%
20.0%
10.0%
0.0%
Yes, significantly Yes, to some extent No, not at all

Facebook's Influence on Students' Ability to Concentrate on Academic Tasks

18
Figure 9 shows that responses about the impact of Facebook on the ability to
concentrate and focus on learning are diverse. While 45.1% of students
acknowledged some level of impact, 34.3% reported no significant impact, and
20.6% felt significantly impacted. Through analysis, the researcher identified the
diverse ways in which Facebook is affecting the ability of third-year students at
HUFLIT to focus on their academic tasks. At the same time, it highlights the need to
find solutions to address the concentration challenges that students face when
surrounded by digital environments.

Q10: How do you perceive Facebook's impact on social

isolation or loneliness?

90.0%
34.3% 33.3%
60.0% 22.6%
9.8%
30.0%
0.0% %

Figure 10 Perceptions of Social Isolation or Loneliness among Students

This figure represents how individuals perceive Facebook's role in creating feelings
of social isolation or loneliness. Participants were given four response options, and
their choices reflected conflicting views. About 22.6% of respondents believe that
Facebook contributes to social isolation or loneliness. These individuals expressed
concerns about the platform's effects on their health. In contrast, 9.8% of participants
firmly affirmed that Facebook does not contribute to social isolation or loneliness.
They highlight the positive aspects of social connection supported by the platform. A
significant proportion, 34.3%, remain uncertain or have mixed feelings about
Facebook's impact. This group acknowledges the complexity of the problem and the
varying experiences of users. Finally, 33.3% of respondents said they did not observe
any significant impact on social isolation or loneliness caused by Facebook. For
them, the platform remains neutral in this respect. These findings suggest different
19
relationships between social media use and mental health. While some see Facebook
as a source of isolation, others remain uncertain or unaffected. As students are living
in the digital landscape, understanding these diverse perspectives is critical to
promoting healthier online interactions.

Q11: How do you manage your time to spent on

Facebook in relation to your academic responsibili-
ties?
Struggle to manage time effectively 18.6%
Prioritize academic responsibilities over Facebook 27.5%
Use Facebook as a reward after completing academic tasks 45.1%
Set specific time limits for Facebook usage 8.8%
10.0% 30.0% 50.0% 70.0% 90.0%
Set spe- Use Prioritize Struggle
cific time Facebook academic to man-
limits for as a re- responsi- age time
Facebook ward af- bilities effectively
usage ter com- over
pleting Facebook
academic
tasks

% 8.8% 45.1% 27.5% 18.6%

Figure 11 Student Time Management Strategies

From the data in Figure 11, the researcher collected diverse strategies used by
students to manage and organize their time. Set specific time limits for Facebook use
(8.8%): A small number of students recognized the importance of boundaries. They
consciously allocate a specific time during the day to Facebook, making sure it
doesn't interfere with their commitment to studying. Using Facebook as a reward after
completing a learning task (45.1%): Nearly half of students apply a reward-based
approach. They see Facebook as a motivator and when they successfully complete an
assignment or study, they will consider using Facebook as a reward for their efforts.
Prioritize academic responsibilities on Facebook (27.5%): A significant portion of
students put academics first. They consciously prioritize assignments, tests, and
deadlines over browsing Facebook. For them, the pursuit of knowledge comes first,
and social media plays a secondary role. Difficulty managing time effectively
(18.6%): A notable group has difficulty managing time. Balancing Facebook
engagement and academic tasks is a challenge. These students find themselves caught
up in the digital vortex, sometimes neglecting their studies. Their struggle highlights
the need for better time allocation strategies. Overall, these findings reflect a
20
multifaceted relationship between Facebook use and academic accountability. While
some students adopt structured approaches, others have difficulty maintaining
balance.

Question number twelfth in the survey is open-ended. Participants will share their
thoughts about do they believe Facebook has impacted their overall college
experience, including their academic performance, social interactions, and personal
happiness. With more than 102 responses recorded, the researcher analyzed and
obtained interesting perspectives on Facebook's influence. Regarding Academic
Achievement, some participants emphasized how Facebook groups and pages support
collaborative learning. They exchange study materials, discuss topics, and form
virtual study groups. For them, Facebook acts as a learning support system.
Conversely, a small group expressed concern about delays. The allure of scrolling
through news feeds often diverts their attention from assignments and deadlines.
These students struggle with time management challenges. Next was the issue of
Social Interaction, many participants praised Facebook's ability to narrow
geographical gaps. They connect with students from other universities, attend virtual
events, and share experiences. Besides, some participants were also concerned about
the issue of "FOMO" and Social Pressure, some felt overwhelmed by the constant
stream of updates on social networks. Fear of missing out (FOMO) increases when
they witness friends attending parties, trips, or study abroad programs. These things
make them feel like they are under heavy pressure and they need to keep up with their
friends' trends. Finally, regarding personal happiness, participants described Facebook
as a canvas for self-expression. They find joy in sharing their achievements, travel
photos, and personal milestones. The platform acts as a digital scrapbook filled with
memories. Opinions collected from third-year students of the foreign language
department at HUFLIT have contributed to creating a general picture of the influence
of Facebook on students. Facebook simultaneously empowers and challenges college
students. In the process of analyzing these perspectives, the researcher realized that
social networks are an extremely complex thing, where connections, emotions, and

21
self-perceptions intersect.

With the data from the survey of 102 students with 12 questions, the researcher can
base on that to make an assessment for each question in the survey. Thereby, the
researcher can make specific assessments about the effects of Facebook on third-year
students majoring in English at HUFLIT.

Moving from the detailed analysis of survey findings in Chapter Four, Chapter Five
engages in a detailed discussion of the implications and significance of these findings.
This discussion serves to fulfill the broader objectives of the study by revisiting its
purpose, elaborating on the implications of the findings, acknowledging study
limitations, and proposing recommendations for future research.

CHAPTER FIVE–DISCUSSION

This chapter provides a comprehensive discussion of the findings derived from the
research to understand the effects of Facebook on third-year English major students at
HUFLIT University. The discussion is structured to revisit the purpose of the study,
elaborate on the findings, discuss their implications, acknowledge the limitations of
the study, and propose recommendations for future research.

5.1 Purpose of the study

In the contemporary digital landscape, social media platforms such as Facebook

permeated various facets of students' lives, significantly influencing their academic
experiences and personal well-being. Recognizing the ubiquity of Facebook among
third-year English majors at HUFLIT, this study sought to elucidate its effects on
students within this specific academic context. The overarching research problem
centered on understanding how Facebook usage impacted third-year English majors at
HUFLIT University in terms of their academic performance, social interactions, and
overall well-being. With the rise of social media, understanding how students used
Facebook and how it affected their college life became important. Thus, the primary
22
purpose of this study was to explore the multifaceted effects of Facebook on third-
year students. By examining students' experiences, perceptions, and behaviors related
to Facebook usage, the research aimed to provide valuable insights into its influence
on academic achievement, social connections, and emotional wellness among English
majors. Through analyzing survey data and students' feedback, the main objective of
the study was to provide students with the information they needed to use the internet
well and make decisions that were good for their studies and personal lives. This
research was very important at that time because social media platforms such as
Facebook became more and more important in shaping how students experienced
university life.

5.2 Findings and Explanation

The findings from the survey of 102 third-year English major students at HUFLIT
University revealed significant insights into the intricate relationship between
Facebook usage and various aspects of students' lives. The statistical analysis
provided a nuanced understanding of students' engagement with the platform, their
motivations for using Facebook, and the perceived impacts on academic performance,
social interactions, and personal well-being. The data showcased a diverse range of
Facebook usage patterns among students, with a substantial portion spending
significant time on the platform daily. The motivations behind Facebook use varied
from social connection and entertainment to academic engagement and
communication with peers and professors. Notably, a considerable number of students
perceived the positive effects of Facebook on their academic journey, such as
facilitating collaborative learning and connecting with academic resources. However,
alongside the positive impacts, the study unearthed concerning findings regarding the
psychological effects of Facebook use. A substantial majority of students reported
feelings of anxiety or depression related to their interactions with the platform, raising
important questions about the mental health implications of social media engagement
among young adults. Furthermore, the data highlighted the complex dynamics of
Facebook's influence on social interactions within the academic community. While
some students experienced improved communication and collaboration through the
platform, others expressed concerns about the potential hindrance of face-to-face
interactions, indicating a need for a nuanced approach to digital communication in
23
educational settings. The study also revealed challenges related to students' ability to
maintain focus and manage time effectively amidst the distractions posed by
Facebook and other social media platforms. These findings underscored the
importance of developing strategies to mitigate the negative impact of digital
distractions on academic performance and productivity. Overall, the findings
underscored the multifaceted nature of Facebook's influence on third-year English
major students at HUFLIT University, highlighting both its potential benefits and
pitfalls in academic and personal spheres.

5.3 Implication

The implications of the study's findings extend to various stakeholders, including

educators, policymakers, and students themselves. Understanding the complex
interplay between Facebook use and academic performance, social interactions, and
mental well-being can inform the development of interventions and support systems
to promote healthy digital habits among students. Educators can leverage the results
from this study to design strategies for integrating social media into the learning
environment effectively, fostering collaboration and engagement while mitigating
distractions. Similarly, policymakers can use these findings to inform policies aimed
at promoting digital literacy and mental health awareness among young adults. For
students, the study underscores the importance of mindful engagement with social
media and the need to develop strategies for managing digital distractions and
maintaining a healthy balance between online and offline activities.

5.4 Limitation

Besides the valuable contributions of this study. The researcher acknowledges certain
limitations that may affect the interpretation and generalizability of the findings. First,
the relatively small sample size of 102 participants may limit the representativeness of
the study results. Although efforts were made to ensure diversity in the sample, the
results may not fully represent the diverse perspectives and experiences of all third-
year English majors at HUFLIT. Second, the study was conducted over a limited and
relatively short period of time, with the researcher only having 3 weeks to collect and
analyze the data. This time constraint may have limited the depth and breadth of the

24
study, potentially leading to under-detailed findings regarding certain aspects of
Facebook use among students. Third, reliance on self-reported data through in-person
and online survey questionnaire submissions may introduce bias in answers and limit
the potential and insightful responses from students. Although survey questionnaires
provide a convenient and effective means of data collection, they may not fully
capture the diversity of participants' experiences and perceptions. Additionally,
because of the way this study was set up, the researcher cannot say with certainty
whether Facebook use directly caused certain outcomes. While this study helps
researchers understand how Facebook use impacts academic performance, social
interactions, and personal health, using a different type of study that tracks people
according to time or includes experiments would help researchers better understand
these relationships. Furthermore, the study's focus on third-year English majors at
HUFLIT may limit the generalizability of the findings to other student populations or
disciplines. Despite these limitations, this study provides valuable results in the
complex interactions between Facebook use and various aspects of students' lives.

5.5 Recommendation
In light of the study's limitations, the researcher proposes recommendations for future
investigations into Facebook's effects on third-year language students at HUFLIT and
similar settings. Firstly, expanding the sample size to include a diverse group of
participants would bolster the reliability and generalizability of findings, offering a
broader understanding of Facebook's impact. Additionally, extending the data
collection period would allow for a more thorough examination of Facebook usage
patterns. Using a mixed methods approach, blending survey questionnaires with
qualitative methods like in-depth interviews, would mitigate biases and provide
deeper insights into students' experiences. Longitudinal studies or experimental
designs could establish relationships between Facebook use and academic, social, and
personal outcomes. Diversifying the focus beyond third-year English majors at
HUFLIT would enable a comprehensive understanding across various student
populations and disciplines. Addressing these recommendations in future research
would enrich understanding of Facebook's effects on students' academic performance,
social interactions, and well-being.
25
Conclusion
This study explores the relationship between Facebook use and the experiences of
third-year English majors at HUFLIT University. It shows both positive and negative
impacts on academic performance, social interactions, and personal happiness through
thorough survey analysis. These findings highlight the importance of recognizing the
multifaceted influence of social media and support interventions that promote healthy
digital habits. Educators and students can use these insights and findings to develop
effective strategies for integrating social media into education while addressing
potential risks along the way. use Facebook. Despite limitations such as small sample
size and reliance on self-reported data, this study contributes significantly to
understanding the role of social media in student life. In addition, future research
should aim to overcome these limitations and explore broader student populations for
a more comprehensive understanding. Ultimately, the study contributes to a deeper
exploration of the complexities of using Facebook in the learning process, to enhance
student success and well-being in the digital era.

After discussing the results and significance of the research, the next section is
the reference list, the sources cited by the researcher in the research paper.

References

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APPENDIX – STUDENTS’ QUESTIONNAIRE

EFFECTS OF FACEBOOK ON THIRD-YEAR STUDENTS IN ENGLISH

MAJOR AT HUFLIT

This survey is only for academic purposes of my Research Methodology course, so

your answers and information will be kept private.

Thanks for your support.

1. What is your Gender?

- Male
- Female

2. How old are you?

- 18-19
- 20-21
- 22-23

3. How often do you use Facebook on a daily basis?

- Less than 30 minutes
- 30 minutes to 1 hour
- 1-2 hours
- More than 2 hours

31
4. What are the main reasons for using Facebook?
- Keeping in touch with friends and family
- Networking with classmates and professors
- Sharing and discussing academic-related content
- Entertainment and relaxation

5. Do you feel that Facebook has had a positive or negative impact on your academic
performance?
- Positive impact
- Negative impact
- No impact

6. Have you ever experienced feelings of anxiety or depression related to your use of
Facebook?
- Yes
- No

7. How do you think Facebook has influenced your social interactions with peers and
professors?
- Improved communication and collaboration
- Hindered face-to-face interactions
- No significant impact

8. Have you ever felt distracted from your studies due to Facebook?
- Often
- Sometimes
- Rarely
- Never

9. Do you believe that Facebook has affected your ability to concentrate and focus on
academic tasks?
- Yes, significantly
- Yes, to some extent
- No, not at all

10. How do you perceive Facebook's impact on social isolation or loneliness? Choose
one of the following options:
- Yes, it has contributed to social isolation or loneliness.
- No, it has not contributed to social isolation or loneliness.
- I'm unsure or have mixed feelings about its impact.
- I haven't observed any significant impact on social isolation or loneliness.

11. How do you manage your time to spent on Facebook in relation to your academic
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responsibilities?
- Set specific time limits for Facebook usage
- Use Facebook as a reward after completing academic tasks
- Prioritize academic responsibilities over Facebook
- Struggle to manage time effectively

12. “In your own words, do you believe Facebook has impacted your overall college
experience, including your academic performance, social interactions, and personal
happiness?”

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