![]() The BALLI was also administered, together with a personal background questionnaire. It also contained open-ended questions, a method often employed by many of the studies in this area (Tumposky, 1991 Kitani, 1998). The purpose of this study is to investigate the beliefs regarding language learning held by 26 students taking Term 1 Japanese at a Swedish university during the autumn term of 2005, using a questionnaire, mainly adapted from the BALLI, as the main research instrument. Since then, many researchers have attempted to catalogue beliefs about language learning using BALLI or other instruments (Kuntz, 1996b Wenden, 1999 Barcelos, 2000). In the late 80s, Horwitz (1987) created a research instrument called BALLI (Beliefs about Language Learning Inventory) to identify beliefs about language learning held by students. In short the integration of Facebook into the intensive English as a Foreign Language (EFL) course for adult learners, enriches the teaching-learning experiences. It is also believed to cater to a flexible and motivating language learning environment for the current day youths. The findings of the study indicated that Facebook is perceived as an effective teaching means in terms of both delivery and pedagogy in an Immersion English course. The analysis of the data was done qualitatively. Data for the study was collected via a teacher’s teaching journal followed by a recorded interview conducted with ten students in the pre-intermediate level at the Limkokwing English Centre. The study aims to investigate the effectiveness of Facebook as a language teaching tool in Immersion English courses and examine the role of Facebook in new learning spaces and with today’s learners. In this study, the adoption of Facebook as an additional tool in teaching communicative English skills to prepare international students from non-English speaking countries for tertiary education in Malaysia is discussed based on the Leapfrog Principle. Blended learning focuses on combining a specific percentage of online curriculum and instruction in a face-to-face setting. ![]()
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