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This article explores the multifaceted role of Facebook in second language (L2) classrooms, with an emphasis on English language teaching and learning. Through Facebook’s widespread popularity and its integration into educational settings since its launch in 2004, this article aims to address the gap by examining the benefits and teaching approaches associated with Facebook in L2 classrooms. The first section focuses on the improvement of L2 learning engagement through community building on Facebook. Utilizing ideas from social and collaborative learning, such as building learner communities that foster trust, connectedness, and engagement. The second section discusses on the development of socio-pragmatic competence through Facebook. The article argues that the development of socio-pragmatic competence via Facebook’s distinctive features, such as the ability to link people worldwide based on shared interest, allow learners to engage in authentic cross-cultural interactions. This engagement is seen as essential for raising awareness of socio-pragmatic norms and practicing language use in authentic contexts. The article concludes that regardless of place and time, Facebook’s task-based approach to language learning greatly enhances learners’ socio-pragmatic skills.
Chalermphong et al. (Sat,) studied this question.