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صخللما  مادختسا لوح ةنيابتم جئاتن دوجو ىلإ ةقباسلا ةيثحبلا تاساردلا ريشت ميلعت يف كوبسيفلا كلذل ،ي ساردلا فصلا جراخ ةيزيلجنلإا ةغللاب ةباتكلا بلاطلا رظن تاهجو لوح ةلماش ليصافت ىلع لوصحلا ىلع ناثحابلا صرح جراخ ةيزيلجنلإا ةغللاب ةيميداكلأا ةباتكلا ميلعتل كوبسيفلا مادختسا يف يف ةيميداكلأا ةباتكلا ةدام بلاط نم ةساردلا عمتجم نو ّ كت .ي ساردلا فصلا ا ىدحإ تزكر يتلا ةدالما هذه سيردتب نيثحابلا مايق ءانثأ ،ةيدوعسلا تايلكل يف ةكراشلما ىلع بلاط ةرشع قفاو ثيح ،ةيميداكلأا تلااقلما ةباتك ىلع ةيصخشلا تلاباقلماو نايبتسلاا للاخ نم ةساردلا تانايب عمج مت ،ةساردلا ىلإ ةساردلا تلصوت .ررقلما سيردت ءانثأ ةيثحبلا تاظحلالماو جئاتن تس ( :يهو ةيزيلجنلإا ةغللاب ةباتكلا ميلعتل كوبسيفلا مادختسلا ةيباجيإ 1 ) ( ،ةباتكلا ىلع زيفحتلا 2 ( ،بلاطلا نيب نواعتلا ) 3 ( ،ةباتكلا تاراهم روطت ) 4 ) ( ،ي ساردلا فصلا جراخ ةباتكلا ىلع بردتلا ةدوج 5 ةدعاسم ةئيب نيوكت ) ( ،ةباتكلل 6 أو عقوم يأ يف ةباتكلا ليهست ) نع ةساردلا تفشك امك .تقو ي ةيزيلجنلإا ةغللاب ةباتكلا يف كوبسيفلا مادختسلا نيتيبلس نيتجيتن دوجو ( :يهو 1 ( ،ةثداحلما تاوعد للاخ نم ةباتكلا نع بلاطلا تيتشت ) 2 ) ضعبب ةساردلا تمتتخا .روهمجلا ضعب نم ةبذهم ريغ تادرفم مادختسا تايباجيلإا ةدايز يف مهاست يتلا تايصوتلا  كوبسيفلا مادختسا ززعتو ،ةلمتحلما تايبلسلا نم دحلا يف مهاستو ،ةيزيلجنلإا ةغللاب ةباتكلا ميلعتل .ملعتلا تايرظنب تامادختسلاا كلت طبرو   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 studentcentered 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 motivation to write, (2) increased collaboration among students, (3) improvements in writing, (4) having a good medium to practise writing outside the classroom, (5) providing an environment with less pressure on writing and (6) greater ease of use and being able to write anytime, anywhere. Two drawbacks were identified: (1) distractions regarding chat 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.

Facebook and EFL Academic Writing: Students’ Perspectives in a Saudi College