An-Najah National University  
Faculty of Graduate Studies 
 
 
 
 

 
 
 
 

The Effect of Social Media on Palestinian 
Ninth Graders’ English Writing Proficiency 

 
 
 
 
 
 
 

By 

Enas Abed Al-Raheem Abu Hamdeh 
 
   
 
 
 

Supervisor 

Dr. Nedal Jayousi 
 

 
 
 
 

 
 
This Thesis is Submitted in Partial Fulfillment of the 
Requirements of the Degree of Master Methods of Teaching 
English Language, Faculty of Studies, An-Najah National 
University, Nablus, Palestine. 

2015 





iii 

Dedication 

This thesis is dedicated with gratitude to: 

Allah Almighty for giving me the strength and health to 

complete this thesis. 

My dear father and my lovely mother for their endless and 

unconditional love, care and support to make the dreams a 

reality. 

My wonderful brothers for their unique friendship and 

support. 

My sweet cousins and friends whose support and 

encouragement were always pushing me up. 

My dear Dr. Nedal Jayousi who supported me a lot and 

taught me how to charge others with power and bravery. 

To all English teachers and supervisors in the West Bank 

who supported me a lot. 

  



iv 

Acknowledgement 

I would like to express my deepest gratitude to my supervisor, Dr. 

Nedal Jayousi for his guidance, support and endless cooperation and 

advice. 

Thanks are also extended to the Faculty of Graduate Studies at An-

Najah National University in general and to all the instructors in the 

English Department in specific. 

I gratefully acknowledge the help and the encouragement of Dr. 

Soheil Salha for his advice in the statistical analysis of this study. 

Finally, I would like to offer my gratitude and respect for my mum 

and dad for their patience, encouragement and for the sacrifice that they 

have made while completing this thesis. 

  





vi 

Table of Contents 

No. Content Page 
 Dedication iii 

 Acknowledgement iv 

 Declaration v 

 Table of Contents vi 

 List of Tables ix 

 List of Appendices xii 

 Abstract xiii 

 
Chapter One: Introduction and Theoretical 
Background 

1 

1.1 Preview 2 

1.2 Introduction and Theoretical Background 2 

1.3 The Statement of the Problem 4 

1.4 Aim and Objectives of the Study 5 

1.5 Questions of the Study 6 

1.6 Hypotheses of the Study 6 

1.7 The Significance of the Study 7 

1.8 Limitations of the Study 8 

1.9 Operational definitions 9 

1.9.1 Social Media 9 

1.9.2 Ninth Graders 9 

1.9.3 Writing skills 9 

1.9.4 Conventional Classroom Instructions 10 

1.9.5 Experimental Classroom Instructions 11 

1.10 Conclusion 11 

 Chapter Two: Review of Related Literature 12 
2.1 Preview 13 

2.1.1 Theoretical Background 13 

2.1.2 Related Studies 13 

2.2 Introduction 13 

2.3 Part One: Related Literature 14 

2.3.1 
The Effect of Social Media on Teaching and Learning 

English Language 
14 

2.3.2 Roles of Teachers and Learners 16 

2.4 Social Media and Its Common Uses in Education 17 

2.5 Social Media Education 18 

2.6 Teaching Writing through Social Media 19 

2.7 Writing Process Stages 19 

2.8 Why Writing is Difficult? 20 

2.9 Conclusion 21 



vii 

No. Content Page 
2.10 Part Two: Related Studies 21 

2.10.1 Local Studies 22 

2.10.2 Arab Studies 24 

2.10.3 Foreign Studies 25 

 Chapter Three: Methodology and Procedures 28 
3.1 Preview 29 

3.2 Methodology 29 

3.3 Population of the study 29 

3.4 Sample of the study 30 

3.5 Tools of the study 32 

3.6 Validity of the Tools 33 

3.7 Reliability of the Tools 33 

3.8 Procedures of the study 34 

3.9 Variables of the Study 36 

3.9.1 Independent Variable 36 

3.9.2 Dependent Variables 37 

3.10 Statistical Analysis 37 

3.11 Conclusion 38 

 Chapter Four: Results 39 
4.1 Preview 40 

4.2 Results Related to the Study Questions 40 

4.2.1 Results Related to the Main Question 40 

4.2.2 Results Related to the Second Question 42 

4.2.3 Results Related to the Third Question 43 

4.3 Results Related to the Study Hypotheses 45 

4.3.1 Results Related to the First Hypotheses 45 

4.3.2 Results Related to the Second Hypotheses 46 

4.3.3 Results Related to the Third Hypotheses 51 

4.3.4 Results Related to the Fourth Hypotheses 53 

4.3.5 Results Related to the Fifth Hypotheses 57 

4.3.6 Results Related to the Sixth Hypotheses 61 

4.4 Results Related to the Standardized Writing Test 64 

4.5 Conclusion 64 

 
Chapter Five: Discussion of the Results, Conclusion 
and Recommendations 

65 

5.1 Preview 66 

5.2 Discussion of the Study Results 66 

5.3 Discussion the Results of the Main Questions 66 

5.3.1 
First Domain: The students' attitudes towards using 

social media as a tool of writing in English language 
66 



viii 

No. Content Page 

5.3.2 
Second Domain: The kinds of impact that social media 

has on the students' writing competence 
69 

5.3.3 

Third Domain: The effect of social media has on the 

students' writing proficiency; with respect to gender and 

location 

71 

5.4 Discussion the Results of the Sub-Questions 71 

5.5 Discussion the Results of the Standardized Writing Test 74 

5.6 Conclusions 75 

5.6 Recommendations 76 

5.7.1 For the Teacher 76 

5.7.2 For the Student 77 

5.7.3 For the School 77 

 References 78 
 Appendices 84 
 BCDEFب ا 

 

  



ix 

List of Tables 

No. Table Page 

Table (1) 
Distribution of the study sample according to 

gender variable 
31 

Table (2) 
Distribution of the study sample according to 

academic qualification variable 
31 

Table (3) 
Distribution of the study sample according to 

governorate variable 
31 

Table (4) 
Distribution of the study sample according to 

educational experience variable 
31 

Table (5) 
Distribution of the study sample according to 

professional experience variable 
31 

Table (6) 
Distribution of the study sample according to 

sector variable 
32 

Table (7) 
Reliability coefficients of each domain and the 

total score of the study 
34 

Table (8) 
Means, standard deviation, percentages and 

levels of students' attitudes towards using social 

media as a tool of writing in English language 

41 

Table (9) 
Means, standard deviation, percentages and 

levels of kinds of impact that social media has on 

the students' writing competence 

42 

Table (10) 

Means, standard deviation, percentages and 

levels of the effect of social media on the 

students' writing proficiency ; with respect to 

gender and location 

44 

Table (11) 

Means, standard deviation, percentages and 

levels of the effect of social media on Palestinian 

ninth graders' English writing proficiency 

domains and total score 

45 

Table (12) 

T-Test for independent samples of the differences 

of the effect of social media on Palestinian ninth 

graders' English writing proficiency due to 

gender 

46 

Table (13) 

Frequencies, means, and standard deviation, of 

the effect of social media on Palestinian ninth 

graders' English writing proficiency due to 

academic qualification 

 

47 



x 

No. Table Page 

Table (14) 

One-way ANOVA to test the differences of the 
effect of social media on Palestinian ninth 
graders' English writing proficiency due to 
academic qualification 

47 

Table (15) 
Scheffe post hoc results to determine the 
differences in domain of the students' attitudes 
due to academic qualification 

48 

Table (16) 
Scheffe post hoc results to determine the 
differences in domain of the kind of impact due 
to academic qualification 

49 

Table (17) 
Scheffe post hoc results to determine the 
differences in total score due to academic 
qualification 

50 

Table (18) 

Frequencies, means, and standard deviation, of 
the effect of social media on Palestinian ninth 
graders' English writing proficiency due to 
governorate 

52 

Table (19) 

One-way ANOVA to test the differences of the 
effect of social media on Palestinian ninth 
graders' English writing proficiency due to 
governorate 

53 

Table (20) 

Frequencies, means, and standard deviation, of 
the effect of social media on Palestinian ninth 
graders' English writing proficiency due to 
educational experience 

54 

Table (21) 

One-way ANOVA to test the differences of the 
effect of social media on Palestinian ninth 
graders' English writing proficiency due to 
educational experience 

54 

Table (22) 
Scheffe post hoc results to determine the 
differences in domain of the students' attitudes 
due to educational experience 

55 

Table (23) 
Scheffe post hoc results to determine the 
differences in domain of the kind of impact due 
to educational experience 

56 

Table (24) 
Scheffe post hoc results to determine the 
differences in total score due to educational 
experience 

56 

Table (25) 

Frequencies, means, and standard deviation, of 
the effect of social media on Palestinian ninth 
graders' English writing proficiency due to 
professional experience 

58 



xi 

No. Table Page 

Table (26) 

One-way ANOVA to test the differences of the 

effect of social media on Palestinian ninth 

graders' English writing proficiency due to 

professional experience 

58 

Table (27) 
Scheffe post hoc results to determine the 

differences in domain of the students' attitudes 

due to professional experience 

59 

Table (28) 
Scheffe post hoc results to determine the 

differences in domain of the kind of impact due 

to professional experience 

59 

Table (29) 
Scheffe post hoc results to determine the 

differences in domain of the effect of social 

media due to professional experience 

60 

Table (30) 
Scheffe post hoc results to determine the 

differences in total score due to professional 

experience 

61 

Table (31) 
Frequencies, means, and standard deviation, of 

the effect of social media on Palestinian ninth 

graders' English writing proficiency due to sector 

62 

Table (32) 
One-way ANOVA to test the differences of the 

effect of social media on Palestinian ninth 

graders' English writing proficiency due to sector 

62 

Table (33) 
Scheffe post hoc results to determine the 

differences in domain of the students' attitudes 

due to sector 

63 

Table (34) 
T-test for independent samples of writing skill 

due to group 
64 

 

  



xii 

List of Appendices 

No. Appendix Page 
Appendix (A) Questionnaire 85 

Appendix (B) Test 89 

Appendix (C) 
The Validation Committee for the Questionnaire 

and the Standardized Writing Test. 
90 

Appendix (D) 
Permissions of the Faculty of Graduate Studies' 

Dean at An-Najah National University 
91 

 

  



xiii 

The Effect of Social Media on Palestinian Ninth Graders’ English 
Writing Proficiency 

By 
Enas Abed Al-Raheem Abu Hamdeh 

Supervisor 
Dr. Nedal Jayousi 

Abstract 

This study aimed at investigating the effect of using social media on 

the ninth graders' progress in writing skills and their attitudes towards 

writing at schools in the West Bank. Moreover, the study examined the 

effect of gender, academic qualifications, governorate, educational 

experience, professional experience, professional experience in teaching 

English as a foreign language and sector on Palestinian ninth graders' 

English writing proficiency.  

A five point Likert questionnaire and a standardized writing test 

were developed. The researcher administer them to experimental group and 

control group from ninth grades. This test included three composition 

questions to get three paragraphs based on English writing proficiency of 

Palestinian ninth graders'.  

A stratified random sample consisted of "1094" Palestinian ninth 

graders' English language teachers in the West Bank was chosen. Also, a 

standardized writing test was randomly administered to also a stratified 

random sample of "180" Palestinian ninth graders'.  

The researcher used SPSS to analyze data. Results showed that 

Palestinian ninth graders’ have positive attitudes towards using social 



xiv 

media as a tool of writing in the English language. There were no 

significant differences on the effect of social media towards English 

writing proficiency of Palestinian ninth graders’ due to gender and 

governorate in the domains of the students' attitudes, type of impact and the 

effect of social media. 

Additionally, there were no significant differences in the effect of 

social media towards English writing proficiency of Palestinian ninth 

graders’ due to academic qualification on the third domain, whereas there 

were significant differences on the effect of social media towards English 

writing proficiency of Palestinian ninth graders’ due to academic 

qualification in the first and second domains. 

There were also statistically significant differences on the effect of 

social media towards English writing proficiency of Palestinian ninth 

graders’ due to educational experience and professional experience in the 

first and second domains. While there were no significant differences on 

the effect of social media towards English writing proficiency of 

Palestinian ninth graders’ due to educational experience and professional 

experience in the third domain. 

Moreover, there were no significant differences on the effect of 

social media towards English writing proficiency of Palestinian ninth 

graders’ due to sector in the second and third domains, but there were 

significant differences on the effect of social media towards English 



xv 

writing proficiency of Palestinian ninth graders’ due to sector in the first 

domain. 

The researcher recommended that teachers are asked to use the social 

media technology in teaching writing skills in order to develop and 

improve their students' ability in writing skills. It also suggested that further 

researches should be conducted on the effects of social media towards 

different English skills and other school subjects. 

 

 



1 

 

 

 

Chapter One 

Introduction and Theoretical 
Background 

 

  



2 

Chapter One 

Introduction and Theoretical Background 

1.1. Preview 

This chapter presented theoretical background about the effect of 

social media on Palestinian ninth graders' English writing proficiency, the 

questions of the study, the statement of the study, the purpose, the 

significance, the hypotheses, the operational definition of terms, and the 

limitations of the study.  

1.2. Introduction and Theoretical Background 

" Writing is one of the four English language skills that requires 

special attention. It is the process of transforming thoughts and ideas into 

written communication" (Isa, 2012). Millrood (2001) defined writing as a 

communicative skill to send, retrieve and store messages with the help of 

written symbols. As it is a productive language process. Writing can be 

expressive, poetic, informative and persuasive.  

" Depending on the type of writing, the writer concentrates either on 

the subject matter of the written piece, on the reader or on one's own 

feelings and thoughts" (Millrood, 2001). Isa (2012) added that writing is an 

important language activity and a major classroom procedure. It is an 

effective technique and process for reinforcing the oral language material 

and it is important for providing evidence of the students' achievements. 

Writing proficiency plays a great role in conveying a written message 



3 

accurately and effectively. It is equated with speech because both of them 

are used for conveying ideas, notions and information. 

According to Albawe and Stanley (2014) online learning provides 

major benefits to both students and teachers. The benefits include 

convenience, time and geographic flexibility. The internet makes resources 

more accessible at a low cost. It has a great role and helps in facilitating 

and stimulating teaching and learning English as a foreign language. 

Moreover, (Albawe and Stanley, 2014; Bates, 2000) added that 

multimedia tools simulate real task environments which can motivate 

learners as well as facilitate learning. However, the adoption of technology 

in development, delivery, and administration is not a simple process, which 

requires minor modification. Educators and educational institutions must be 

aware that it is a fundamental shift of philosophy, policy, and instruction. 

Research performed over several decades encourages teachers to use 

technology and social media as methods for developing such skills as 

communication, critical thinking, and retention advancement.  

Cochran-Smith (1991) cited in Isa (2012) showed that elementary 

students involved in computer-based writing projects increased the level of 

their communication skills when paired in collaborative writing 

assignments completed in a technology-based setting. Moreover, he 

indicated that learning to write is not just a mechanical process in which 

students manipulate grammar and words on a page in order to produce 

literary works. Young children are often encouraged in writing to invent 



4 

spellings, to write for a variety of audiences, to participate in peer editing 

and to produce a number of drafts of the same writing. 

Social networking is one aspect of social media, where individuals 

are in communities that share ideas, interests or are looking to meet people 

with similar ideas and interests (Isa, 2012). Mhunpiew and Purayidathil 

(2015) mentioned that " (Solis, 2008) comprises the activities of social 

media that involve socializing and networking online through words, 

pictures and videos." 

The researcher believed also based on Isa (2012) study that the need 

for the study to spring on the following resources: Firstly, the researcher 

interviewed English teachers who have wide knowledge about students 

levels and results, especially in ninth exams. Most of them agreed on the 

idea that students suffer from weak main writing skills. Secondly, the lack 

of researches in this field and new technologies took our teachers and 

students far away from technology contemporary life. So, the new tendency 

in English language education focused on integrating technology to 

teaching and learning process and improving EFL collaborative writing 

skills. 

1.3. Statement of the Problem 

Teaching and learning writing is not an easy job for both teachers 

and learners. In the study done by Khalil (2002), it is found that non native 

speakers of English faced problems and made mistakes in punctuation 

especially in sentence forming, usage and mechanics of writing.  



5 

In a study carried out by the National Commission on Writing(2003), 

it was found that the diffusion of new technologies, the development of the 

knowledge and these technologies have contributed to and have made the 

teaching and learning of writing more important than ever before.   

Based on these assumptions, the researcher looks for improving the 

students' way of writing through using the suitable and enthusiastic way 

"social media" and its effects on the students' English writing proficiency.  

1.4 Aim and Objectives of the study 

1.4.1 The present study aim at  

- investigating the impact of using social media on the 9th graders' writing 

competence and their attitudes towards writing at schools in the West 

Bank. 

1.4.2 Objectives of the study 

More specifically, the study addresses the following objectives: 

- Mapping whether social media affects the students writing competence 

positively or negatively.  

- Finding out if there are any significant differences in the students 

competence in writing as a result of using social media on the ninth 

graders' writing competence due to gender, social media, writing skill 

and geographical distribution. 



6 

1.5 Questions of the study 

The study aims to answer the following questions: 

1.5.1 Other main question of the study 

- What is the effect of using social media on Palestinian ninth graders’ 

English writing proficiency in the West Bank schools? 

1.5.2 The questions of the study 

- Are there statistically significant differences at (α ≤ 0.05) of social media 

that affects students' writing competence in either a positive or a 

negative way? 

- Are there statistically significant differences at (α ≤ 0.05) on the ninth 

graders' gender "male /female" towards learning English language 

writing skills through social media?  

- Are there statistically significant differences at (α ≤ 0.05)on the 

geographical distribution towards learning English language writing 

skills through social media?  

1.6 Hypotheses of the study 

This study tested the following hypotheses:  

1.6.1 There are no statistically significant differences at (α ≤ 0.05) in the 

effect of using social media on Palestinian ninth graders’ English writing 

proficiency due to gender. 



7 

1.6.2 There are no statistically significant differences at (α ≤ 0.05) in the 

effect of using social media on Palestinian ninth graders’ English writing 

proficiency due to academic qualification. 

1.6.3 There are no statistically significant differences at (α ≤ 0.05) in the 

effect of using social media on Palestinian ninth graders’ English writing 

proficiency due to governorate. 

1.6.4 There are no statistically significant differences at (α ≤ 0.05) in the 

effect of using social media on Palestinian ninth graders’ English writing 

proficiency due to educational experience. 

1.6.5 There are no statistically significant differences at (α ≤ 0.05) in the 

effect of using social media on Palestinian ninth graders’ English writing 

proficiency due to professional experience. 

1.6.6 There are no statistically significant differences at (α ≤ 0.05) in the 

effect of using social media on Palestinian ninth graders’ English writing 

proficiency due to sector. 

1.7 The Significance of The Study 

The significance of the study springs from the fact that social media 

has been newly introduced to the field of education. Moreover, it is the first 

study, as far as the researcher is concerned to be conducted in the field of 

English language in Palestine. For this reason, the study may be highly 

significant for:  



8 

1.7.1 English language teachers' intending to implement new steps, 

procedures, activities and techniques based on technology ;i.e. social media 

to improve students' writing skills proficiency.  

1.7.2 Encouraging and motivating students to use social media to improve 

their writing skills proficiency.  

1.7.3 Stimulating specialists' and supervisors' interests in conducting 

training courses for teachers' to sustain their skills in using social media in 

their teaching writing.  

1.7.4 Encouraging syllabus designers to modify, organize and enrich 

English language curricula with various instructions, techniques and 

activities for teaching writing based on social media tools.  

1.8 Limitations of the study 

This study has the following limitations: 

1.8.1 Locative limitations: The population of the study consists of the ninth 

graders' schools in the West Bank. The sample of the study as 

representative one. 

1.8.2 Temporal limitations: The study is going to be carried out in the first 

and the second semesters during the academic year 2014 – 2015.  

1.8.3 Human limitations: The population of the study consists of the ninth 

grade students at the primary stages in governmental, private and UNRWA 

schools in the West Bank. 



9 

1.8.4 Topical limitations: It conducts social media through using facebook, 

twitter, internet and Google. It conducts one of the most important skills in 

English language that is writing skill. 

1.9 Operational definitions 

This study has the following operational definitions: 

1.9.1 Social Media 

In this study, the researcher studies social media "facebook, twitter, 

Instagram, email, youtube and Google " and its affects on the students' 

writing proficiency. The study agrees with (Suomen Toivo, 2012) 

description for social media as a new information network and information 

technology using a form of communication utilizing interactive and user-

produced content, and interpersonal relationships are created and 

maintained. Typical social media network services could be content 

sharing, web communities, and Internet forums.  

1.9.2 Ninth Graders 

The study targets of the ninth grade "male and female" students' in 

primary schools for government, UNRWA and private schools. 

1.9.3 Writing skills 

According to the table content of 9th grade student book (2008, pp.3-

4), the researcher looks for utilizing writing skills objectives for grade 9 in 

learning, which are:  



10 

1. Write an email from notes.  

2. Order events into a paragraph.  

3. Write a report from notes.  

4. Summarize of a conversation/ opinions and reactions.  

5. Write a story.  

6. write an informal letter.  

7. Make a project proposal.  

8. Write your own message. 

1.9.4 Conventional Classroom Instructions 

In the conventional education, the researcher finds non native 

teachers in the Palestinian schools teach students without understanding 

what they taught for and missing technology in teaching writing skill as 

(Robert, 2009) defined the conventional education as it focuses on 

teaching, not learning. It incorrectly assumes that for every ounce of 

teaching there is an ounce of learning by those who are taught. (Hayashi, 

2011) added that a child learns such fundamental things as how to walk, 

talk, eat and so on without being taught these things. Adults learn most of 

what they use at work or at leisure while at work or at leisure. Most of what 

is taught in classroom settings is forgotten and much of what is 

remembered is irrelevant. 



11 

1.9.5 Experimental Classroom Instructions 

In the experimental classroom, the researcher selects students use 

social media " facebook, twitter, Instagram, email, youtube and Google " in 

different conditions. Some of the students learn English writing skill 

through social media, the others don't use social media in learning English 

writing skill, so the study tested the students' writing proficiency through 

using the written test to see whether they are in their positions or not. The 

researcher tries to keep in touch with the new technology especially in 

teaching English writing skills proficiency.  

1.10 Conclusion 

This chapter introduced the potential need for conducting this current 

study and shed light on the long-run aims beyond integrating social media 

based technology for ELT in general and English writing in particular. This 

chapter also presented the questions of the study, the statement of the 

study, the purpose, the significance, the hypotheses, operational definition 

of terms, and the limitations of the study. The next chapter tackles the 

review of related literature and related studies.  

 

 

 

 



12 

 

 

 

Chapter Two 

Introduction and Theoretical 
Background 

 

  



13 

Chapter Two 

Review of Related Literature 

2.1 Preview 

This chapter presented theoretical background and related studies 

that divided into two parts: 

2.1.1 Theoretical Background 

This part is subdivided in two parts: the theoretical background and 

the related studies. The first part falls into two fundamental areas. The first 

area is concerned with the effect of social media on teaching and learning 

English language, roles of teachers and learners, social media and its 

common uses in education and social media education. 

The second area sheds the light on the writing skill included: 

teaching writing through social media, writing process stages and why is 

writing difficult? 

2.1.2 Related Studies 

The second part sheds the light on the related studies that are divided 

into: Local, Arab and Foreign studies which are related to the utilization of 

social media in teaching and learning English as a foreign language and its 

impact on developing the writing skill.  

2.2 Introduction 

Using social media tools in teaching sometimes can be very 

challenging to instructors. Students can be a very good consulting source 



14 

because they are the experts and they have a better understanding of the 

tools (Liu, 2010).  

Crook, et al (2008) cited in Liu (2010) added that social media tools 

provided learners with new opportunities to become independent in their 

study and research. They encouraged a wider range of expressive capacity.  

Liu (2010) stated "The future technology integration in education 

should focus on what students use instead of what the school wants them to 

use to guarantee maximum efficiency. When students became the 

stakeholders of their own learning, education would be truly 

revolutionalized through the effective collaboration between educators and 

students." 

The researcher presented related literature and related studies that 

address the positive and the negative effects of social media on the ninth 

graders' writing proficiency.  

2.3 Part One: Related Literature 

2.3.1 The Effect of Social Media on Teaching and Learning English 

Language 

In a study about conducted on the impact of social networking on 

new age teaching presented that social media create a new community 

where teachers and students do not have to communicate by means of the 

traditional face-to-face classroom environment. The brand-new changing 

way of teaching-learning environment definitely brings about impacts. The 



15 

impacts of Social Media for teaching and learning are reflected by the 

teaching-learning styles, teacher-student roles, and affective-attitudinal 

effects (Kalasi, 2014;Kimmons and Veletsianos, 2014).  

The study added that the formal use of Social Media could be 

recognized as a combination of online and traditional classroom teaching. 

(Schmidt and Brown, 2004) believe that such a combination could enhance 

the teaching and learning environment as well as technology literacy of 

both students and teachers. The quality of experiential learning needs to be 

achieved by examining the teaching style; assessing the students’ preferred 

learning styles; knowing about online and traditional teaching and learning 

tools and how to select them; and lastly, reflecting, implementing and 

revising the online teaching plan. The process will be more effective if 

teachers along the way (Schmidt, 2002) implement classroom action 

research.  

"For learners, independency and autonomy are necessary learning 

styles to be successful online language learners, especially in the distance 

learning context" (Kalasi, 2014). Kalasi (2014) added that online learners’ 

must be able to ability to identify, share and manage learning experiences, 

which to fulfill their learning needs in order to have any profits from the 

new learning mode.  

Sitthirak (2013) developed a tool; “Detecting Learning Styles” 

(DeLeS) is a computer program that helps find out the learning styles of 

students participating in online courses. They found that students have the 



16 

sensing/intuitive dimension, the active/reflective and sequential/global 

dimension in learning online respectively (Kalasi, 2014).  

2.3.2 Roles of Teachers and Learners 

With the social media integrated as the new environment of learning, 

the role of the teachers is altered to be less controlled as (Dalton, 2009) 

implied from his research result that “teachers should change their role into 

‘facilitator’ rather than the ‘giver-of-knowledge’ and promote more group 

work and relaxing learning environments”. For Online Distant Learning 

(ODL) teachers, (Easton, 2003) claimed that the teachers had two roles in 

particular, starting from an instructional designer at first to an interaction 

facilitator when the online course begins. 

(Duncan and Barnett, 2012) found that, besides the roles of directing 

and leading the online learning class to reach the goal, the online teachers 

also had to be aware of a balance of flexibility of the teaching time and 

problem-solving tasks that might occur anytime while working on a lesson.  

As to students’ new roles, they have to engage in online task-based 

learning or discussions (Kalasi, 2014). This has eliminated the general 

chatting time better than face-to-face discussion (Dalton, 2009). (Craig et 

al, 2008) asserted that students’ views of the best online language learners 

consisted of self-motivation, punctuality of assignment and originality of 

work. They also expected that the best online teachers must be able to 



17 

provide useful feedback, advise them for discussion and encourage them to 

have critical thinking (Sitthirak, 2013). 

The researcher found that the previous studies explored the concept 

of interactive learning on the writing skill by focusing upon a specific use 

of internet and portable technology. The role of social media may offer a 

new construct to enhance the learning experience for the writing skill.  

2.4 Social Media and Its Common Uses in Education 

Social media includes activities such as socializing and networking 

online through words, pictures and videos. Also, social media is redefining 

how it is related to each other as humans and how humans relate to the 

organizations that serve us. It is about dialog two way discussions bringing 

people together to discover and share information (Solis, 2008). 

Lin (2012) stated that students learn more in less time when they 

receive computer- based instruction and the use of technology in higher 

level reasoning and problem solving abilities. 

Ibrahim (2013) found that one of the positive influences is that the 

internet plays a vital role in providing teenagers with multi- connected 

networks across the globe. It sets the basis of a virtual world, one which 

exists without face-to-face interactions which may cause the learners 

especially the shy ones feel embarrassed from their classmates. 

Thus, it is clear that social media played a vital role on the students' 

writing proficiency. Students can chat together, visible to most others and 



18 

even communicate with people outside the classroom. In addition, 

opportunities to participate in non school subject matters are almost endless 

and again in ways that are visible to everyone in the class.  

2.5 Social Media Education 

Tynes (2007) emphasized that online discussions direct teenagers 

into self- learning and create opportunities for them to develop critical 

thinking and argumentation skills. 

Virtual communication could potentially enhance its user's social 

understanding and offer positive influences (Nauert, 2010). Whereas 

Wheeler (2009) added that learners will not find it comfortable to learn 

with their teachers over their shoulders.  

Besides Odell  (2011) added that social media has several effects on 

academic work. It also has a positive impact on students sense of 

themselves in the community and Al Sharawneh (2012) agreed that the 

proficiency of the writing skill of language teachers and students has 

always been important because the results of such an effect are used for a 

variety of administrative, instructional and research purposes. Classroom 

teachers benefit from these results. They use these results to help improve, 

influence, refine and shape their students' attained writing ability. 

The researcher found that the study has been based on a didactic 

framework which integrating social media in the teaching and 

educationally interaction. This was particular with the purpose of 



19 

promoting a better and more extensive student writing proficiency in the 

classroom. 

2.6 Teaching Writing through Social Media 

Khailani and Muqattash (1996) mentioned five pedagogical purposes 

for teaching writing. They are reinforcement, training, imitation, 

communication and fluency. 

The researcher found many purposes for teaching writing through 

social media to students of English as a foreign language that affected on 

their language development, learning style and writing as a skill.  

2.7 Writing Process Stages 

Millrood (2001) discussed a three- phase framework of teaching to 

write: 

2.7.1. Pre-writing: schemata- the previous knowledge a person already has 

activation, motivation for writing, preparation for the writing and 

familiarization with the format of the text.  

2.7.2. While- writing: thesis development, writing from notes, proceeding 

from a given beginning phrase and following a plan.  

2.7.3. Post- writing: reflection on spelling and grammar errors, sharing the 

writing with other students-redrafting, peer editing. 

 Lindsay and Knight (2006) suggested that teachers should divide 

writing activities into three stages: 



20 

- Pre-writing stage: teachers set the task and learners prepare for what 

they will write.  

- Writing stage: the learners do the task. For example, writing a report, a 

story, a letter.  

- Post-writing: feedback and follow-up work. 

The researcher found that the students' writing proficiency through 

social media has been considered in the experimental test as an important 

tool of this study. 

2.8 Why is Writing Difficult? 

According to Byrne (1997) writing is considered difficult even in the 

mother tongue because of these three factors; psychological, linguistic and 

cognitive. From the psychological side, when students write, they write on 

their own selves because it is a solitary activity so students have to write 

without possible interaction or feedback. Hence, writing in itself is 

considered difficult.  

On the other hand, regarding the linguistic problem, students have to 

compensate for the absence of the features of speaking. Also, they have to 

keep the channel of communication open through their own efforts and 

ensure both the choice of sentence structure as well as the way of how our 

sentences are linked together and sequenced. So, the produced text can be 

interpreted on its own.  



21 

With regard to the cognitive problem, students learn to write through 

a process of instructions. To do so, students have to master the written form 

of the language and to learn the structures of writing; which are not used in 

speaking. Students also have to learn how to organize their ideas in a way 

by which a reader can absorb it without being present or knowing the 

writer.  

It is known that writing is a difficult skill as it is a productive skill 

The students suffer when they are asked to write, so the need to develop 

students' writing skills by utilizing social media considered an important 

study.  

2.9 Conclusion 

This part presented that the students should be given the chance to 

practice writing process stages: prewriting, drafting, revising, editing and 

publishing through using social media and teachers of English language 

should be trained on using social media to practice writing process stages 

in their classes for its importance in helping their students to overcome the 

obstacles that face them in writing lessons. 

2.10 Part Two: Related Studies 

The second part of this chapter presented different studies: Local, 

Arab and Foreign that interacted with the effect of social media on 

Palestinian ninth graders' English writing proficiency.  

 



22 

2.10.1 Local Studies 

- Abed (2012) carried out a study about "The Role of Social 

Communication Networks in Mobilizing The Palestinian Public Opinion 

Toward Socio-Political Change" in Al-Aqsa University, Gaza Strip.  

The spread of social communication networks was one of the most 

remarkable achievements in that day and age. Social networks played a 

vital role in forming the world public opinion, especially the Palestinians in 

their social and political issues. 

The study aimed to concern with the reality of social communication 

networks.  

Universities in the Gaza Strip, who commonly use the internet and social 

communication networks.  

The most important findings of the study were: Email was the most 

commonly used, done at home three hours a day. The degree of confidence 

was average. The variables of gender and residence have no effect on the 

role of social communication networks in mobilizing the public opinion 

towards social and political change, whereas there was an effect of both 

university and specialization variables. 

- Isa (2012) conducted a study about " The Effect of Using Wikis on 

Improving Palestinian 9th Graders' English Writing Skills and their 

Attitudes towards Writing" in The Islamic University of Gaza. 



23 

The study aimed to examine the impact of using wikis on the 9th 

graders' improvement of writing skills and their attitudes towards writing at 

UNRWA schools in the Middle Area in Palestine and to enhance English 

language teachers competencies in using wikis on improving their students' 

writing skills. Additionally, it aimed at making a sort of distinction via the 

effect of wikis on 9th graders writing skills. 

Moreover, the study findings revealed that there were significant 

differences between the mean scores attained by the experimental group 

and those by the controlled group in favor of the experimental group. This 

was due to the wiki technology.  

The study recommended that teachers were asked to use the wiki 

technology in teaching writing skills in order to develop and improve their 

students' ability in writing skills. Also, it suggested that further researches 

should be conducted on the effects of wikis on different English skills and 

other school subjects. 

- Ibrahim (2013) conducted a study about " The effect of using facebook on 

improving students' writing skills in English" at the Latin Patriarchate 

school in Zebabdeh. 

For data collection, the researcher used an experimental group, a 

controlled group and IQ test. The experimental group was taught how to 

write effectively by using the modern technological tools mainly facebook, 

whereas the control group was taught writing traditionally.  



24 

Based on these findings, the researcher found that there was an 

obvious effect of using facebook on improving the students' writing skill.  

Conclusion 

The researcher concluded from the Local Studies which are related 

to the effect of using social media on improving the students' writing and 

the positive relationship between teaching and learning English writing 

skill through social media.  

2.10.2 Arab Studies 

- Alshohry (2014) conducted a study about " The Effects of Using 

Electronic Social Networks on Social Relationships "Facebook and 

Twitter as Example" at King Abdul Aziz University, Jedah. 

The study revealed several results including: The most important 

reasons urging students to use facebook and Twitter are: freedom in 

expressing their opinions and exchanging ideas which cannot be expressed 

in their societies. In addition, students benefited from these websites in 

fostering their old friends and searching for new ones and communicating 

with their far relatives who live abroad. 

The study showed that using facebook and twitter have many 

positive effects including cultural exchange and intellectual openness while 

lack of family reaction came as one of the most significant effects. In 

addition, the results indicated the existence of inverse relationship among 

age and academic level variables and causes of use and social relationships 



25 

nature, merits and demerits. There was also positive relationship between 

number of hours' variable and causes of use, most dimensions of social 

relations and advantages. Furthermore, the results proved positive 

relationship between method of use variable and social relationships nature, 

merits and demerits.  

The research concluded a set of recommendations such as organizing 

courses to educate student how to use social networks well as well as using 

modern telecommunications technology in academic learning. 

Conclusion 

The researcher concluded from the Arab Studies that they are related 

in the effect of using social media on improving the students' writing skill, 

its importance in teaching and learning in general and gave freedom in 

expressing their opinions and exchanging ideas which could not be 

expressed in their societies. Using the experimental and the controlled 

groups in favor to the experimental study. 

2.10.3 Foreign Studies 

- Aniemeka (2013) conducted a study on the use of "Social media and 

entrepreneurship education: pedagogical implications of computer 

mediated communication in higher learning in Africa" at Greenleaf 

University, Melbourne. 

The purpose of the research was to examine how computer mediated 

communication in particular; social media is employed for 



26 

entrepreneurship education in Nigeria. Data obtained from the email 

interviews indicate that educational background and aptitude influence the 

use of social media in entrepreneurship education. Moreover, the research 

indicated the use of online social networks could play important role in 

university teaching in Nigeria.  

The findings concerned that distributed learning could be separate 

and separable from the face-to-face experience of conventional pedagogy, 

and identified major shift in teacher education globally and how learners 

are demanding more, thus making a small contribution to the under-

researched area of social media and entrepreneurship education in Africa.  

It concluded that while the internet has been praised as an 

instructional tool, it was also a strong contrivance for transforming the 

teaching-learning process in new and powerful ways.  

- Kissler (2010) conducted a study about "Connect.ED: promoting higher 

education via social media to millennial " at Eastern Washington 

University, Cheney, Washington. 

Social media became a powerful tool for creating and sharing in 

conversations with people next door and around the globe. It was not just 

about the technology (tools and services) but also the behaviors, culture 

and relationships that were created and delicately managed.  

This recent generation of tech-savvy and highly engaged individuals 

was the most connected group on the planet. They gathered information 



27 

from a variety of sources and were quick to identify false messaging. 

Messages were delivered in seconds to networks of hundred and thousands 

of individuals who were all listening to that new form of "word of-mouth" 

communication. 

This research explored the difficulties current and prospective 

students were having with higher education, the characteristics of 

Millennial, the phenomena of social media and how all of these could be 

combined to ensure the success of our next greatest generation. 

Conclusion 

The researcher concluded that the Foreign Studies related to using 

social media and the internet in education and assured their importance as 

an instructional tool in teaching and learning in general. 

  



28 

 

 

 

Chapter Three 

Methodology and Procedures 

  



29 

Chapter Three 

Methodology and Procedures 

3.1 Preview 

This chapter addressed the procedures and methods used by the 

researcher to determine the population and the sample of the study, as well 

as the practical procedures used to build and describe the study tools. It 

also illustrated the types of statistical tests used in this study. Furthermore; 

it included a description of the reliability and validity of the study tools. 

3.2 Methodology 

A descriptive approach statistical analysis was used to achieve the 

main purpose of the study as well as to answer the research questions. The 

researcher studied two tools of the study namely questionnaire and 

standardized writing test to fit the variables and the hypotheses of the 

study.  

3.3 Population of the study 

The population of the study consisted of: 

3.3.1 The total number of the ninth English language teachers in the West 

Bank at the private, governmental and UNRWA schools is "10410" during 

the first semester, for the scholastic year 2014-2015. 

The total number of the English language male and female teachers 

in the West Bank which was extracted from the Statistics Manual-Ministry 

of Education in Ramallah.  



30 

3.3.2 The total number of the ninth graders' male and female in the West 

Bank at the private, governmental and UNRWA schools is "56196" during 

the second semester, for the scholastic year 2014-2015. 

The statistical total number of the ninth graders' number in the West 

Bank which was taken from the Statistics Manual-Ministry of Education in 

Ramallah, for the scholastic year 2014-2015.  

3.3.3 Three governorates were chosen: Bethlehem from the South, 

Ramallah from the middle and Qalqilya from the North in the West Bank 

during the second semester of the academic year 2014-2015 showed that 

there are "180" ninth graders' male and female who are provided in the 

standardized writing test according to the Geographical Distribution, 

Gender, Sector and the use of social media to present the schools and the 

students in the West Bank. 

3.4 Sample of the study 

The researcher based on these sampling techniques. It is consisted 

of: 

3.4.1. The researcher selected a sample of total percentage "20% out of 

10410" of the English language teachers from the whole population. 

Tables (1- 6) below shows the sample distribution in accordance 

with the six independent variables: gender, Academic Qualifications, 

Governorate, Educational Experience, Professional Experience in teaching 

English as a Foreign language and Sector. 



31 

Table (1): Distribution of Sample According to Gender 

Gender Frequency Percentage % 
Male 529 48.4 

Female 565 51.6 

Total 1094 100 % 

Table (2): Distribution of Sample According to Academic 
Qualifications 

Academic Qualifications Frequency Percentage % 
Diploma 76 6.9 

Bachelor 878 80.3 

Master 115 10.5 

Others 25 2.3 

Total 1094 100 % 

Table (3): Distribution of Sample According to Governorate 

Governorate Frequency Percentage % 
Tulkarm 59 5.4 

Qalqilya 48 4.4 

Salfit 23 2.1 

Bethlehem 160 14.6 

Nablus 118 10.8 

Ramallah 133 12.2 

Hebron 207 18.9 

Others 346 31.6 

Total 1094 100 % 

Table (4): Distribution of Sample According to Educational 
Experience 

Educational Experience Frequency Percentage % 
Less than 5 years 264 24.1 

5-10 years 451 41.2 

More than 10 years 379 34.6 

Total 1094 100 % 

Table (5): Distribution of Sample According to Professional 
Experience 

Professional Experience Frequency Percentage % 
Less than 5 years 308 28.2 

5-10 years 444 40.6 

More than 10 years 342 31.3 

Total 1094 100 % 



32 

Table (6): Distribution of Sample According to Sector 

Sector Frequency Percentage % 
Government 462 42.2 

Private 347 31.7 

UNRWA 285 26.1 

Total 1094 100 % 

3.4.2. The researcher selected a sample of total "180" ninth graders' from 

the whole population where chosen based on the sample that is divided into 

two groups: the experimental group that used the written social media 

"facebook, twitter and e-mails "and the control group that used the oral 

social media "Instagram, google and youtube."  

3.5 Tools of the study 

The two tools namely a questionnaire and standardized writing test 

to answer the questions of the study: 

3.5.1. The questionnaire consisted of two sections: The first section 

consisted of personal information about teachers' Gender, Academic 

Qualification, Governorate, Educational Experience, Professional 

Experience in teaching English as a Foreign language and Sector. The 

second section consisted of the 26 items to measure the effect of social 

media on Palestinian ninth graders' English writing proficiency. 

3.5.2. The standardized writing test consisted of two sections: The first 

section consisted of personal information about the ninth graders' Age, 

Gender, Using computer, Governorate, The first semester average, Average 

in English, School, Using written social media, Using oral social media, 

Using social media intensively, one or two hours daily and Using social 



33 

media at least two hours in a week. The second section consisted of three 

composition paragraphs to measure the effect of social media on 

Palestinian ninth graders' English writing proficiency. 

3.6 Validity of the Tools 

The questionnaire and the standardized writing test were developed 

based on the need of the study to a jury in the field of TEFL at Al-Quds 

Open University who are Dr. Majed Dawood,Dr. Soheil Salha from An-

Najah National University and Dr. Nedal Jayousi, the researcher's 

supervisor who approved its suitability for the purpose of the study. After 

modifications based on the jury and the supervisor were made. See 

appendix (C).Modifications in the vocabulary such as "utilizing" instead of 

"using", "proficiency" instead of "competence" and adding the last item " 

The more the students use the social media , the better their writing 

competence." 

3.7 Reliability of the Tools 

The Cronbach Alpha coefficient was used to find out the reliability 

for both the three domains of the questionnaire and total score. 

Table (7) shows reliability coefficients of each domain and the total 

score "degree" of the study. 

  



34 

Table (7): Reliability coefficients of each domain and the total score of 
the study 

Domains 
Number 
of items 

Reliability 
coefficient 

The students' attitudes towards using social 

media as a tool of writing of English language. 
9 0.880 

Type of impact 9 0.710 

The effect of social media on students' writing 

proficiency. 
8 0.706 

Total score 26 0.877 

Table (7) shows that all the reliability coefficients are high, and 

suitable for scientific purposes. 

3.8 Procedures of the study 

The researcher developed the questionnaire and the standardized 

writing test to evaluate the effect of social media on the writing 

proficiency. The standardized writing test was applied to both groups: the 

experimental group and the control group. The study was conducted 

according to the following procedures:  

3.8.1. Preparing the study tools and establishing the validity and reliability 

of the tools by the experts in the field of TEFL at Al-Quds Open 

University, An-Najah National University and Dr. Nedal Jayousi "my 

supervisor" who are approved the utility of the tools for carrying out the 

study, the researcher studied and adopted the observations and suggestions 

proposed, and made the amendment, addition and deletion.  

3.8.2. Permissions were taken from the Faculty of Graduate Studies dean, 

to the Vice President for Academic Affairs which gave the permissions to 



35 

get the needed information and to distribute the questionnaire and the 

standardized writing test for the teachers and students. See appendix (D). 

3.8.3. The researcher collected the needed statistical data and defined the 

population of the study from the Statistics Manual-Ministry of Education in 

Ramallah. 

3.8.4. The researcher distributed the questionnaire in the first semester for 

the scholastic year 2014- 2015. "1094" teachers were asked to answer the 

questionnaire. A week later, the researcher began to collect the 

questionnaires from the Directorates of Education in the West Bank.  

To estimate the teachers' responses toward the effect of social media 

on Palestinian ninth graders' English writing proficiency, the researcher 

adopted the Likert's five-level scale and used the following scales, depends 

on percentage as follows: 

- 80% and more is a very high degree. 

- 70-79.9% is a high degree. 

- 60-69.9% is a moderate degree. 

- 50-59.9% is a low degree. 

- 50 % and less is a very low degree. 

3.8.5. The standardized writing test was distributed in the second semester 

for the scholastic year 2014-2015. "180" students were asked to answer the 



36 

standardized writing test. Three weeks later, the researcher collected the 

tests from three governorates "Ramallah, Bethlehem and Qalqilia." 

To estimate the ninth graders' responses toward the effect of social 

media on Palestinian ninth graders' English writing proficiency, the 

researcher adopted the Likert's five-level scale and used the following 

scales, depends on percentage as follows: 

- 80% and more is a very high degree. 

- 70-79.9% is a high degree. 

- 60-69.9% is a moderate degree. 

- 50-59.9% is a low degree. 

- 50 % and less is a very low degree. 

3.9 Variables of the Study: 

The study contained the following variables: 

3.9.1 Independent Variable 

- Gender Variable which is divided into two categories: Male & Female. 

- Academic Qualification which is divided into four levels: Diploma, 

Bachelor, Master, High Diploma and PHD. 

- Governorate which is divided into eight levels: Tulkarm, Qalqilia, Salfit, 

Bethlehem, Nablus, Ramallah, Hebron, Jerusalem, Tubas, Jericho and 

Jenin. 



37 

- Educational Experience which is divided into three levels: less than 5 

years, 5-10 years and more than 10 years. 

- Professional Experience in Teaching English as a Foreign Language 

which is divided into three levels: less than 5 years, 5-10 years and more 

than 10 years. 

- Sector which is divided into three sections: government, private and 

UNRWA. 

3.9.2 Dependent Variables 

The effect of social media on English writing proficiency of 

Palestinian ninth graders'. 

3.10 Statistical Analysis 

The following statistics were used:  

3.10.1. Means, frequencies, percentages, and standard deviations to 

estimate the teachers' responses on each item and total score. 

3.10.2.T-Test for Independent samples to test Gender hypotheses. 

3.10.3.One-Way Analysis of Variance (ANOVA) to test Academic 

Qualification, Governorate, Educational Experience, Professional 

Experience in teaching English as a Foreign language and Sector 

hypotheses. 



38 

3.10.4. Scheffe post hoc test to determine the sources of differences in the 

rejected hypotheses. 

3.11 Conclusion 

In this chapter, the researcher introduced mechanism and procedures 

for the population of the study and its sample in accordance with the study 

variables: "gender, academic qualification, governorate, educational 

experience and professional experience in teaching English as a foreign 

language." The research design and the procedures which were used in 

confirming or rejecting the hypotheses of the study. Additionally, validity 

and reliability procedures as well as the statistical analysis used in this 

study were also described. 

  



39 

 

 

 

Chapter Four 

Results 

  



40 

Chapter Four 

Results 

4.1 Preview 

Chapter four presented the results and the hypotheses of the study to 

achieve the purpose of the study by using the Statistical Package for Social 

Sciences (SPSS). 

The data were collected from the tools of the study. Additionally, 

findings and conclusions addressed the outcomes of data analysis. 

The statistical analysis revealed the following results: 

4.2 Results related to the study questions 

4.2.1 Results Related to the Main Question:  

What is the effect of using social media on Palestinian ninth graders’ 

English writing proficiency in the West Bank schools? 

In order to answer this question, the researcher calculated the means, 

standard deviations, percentages, levels, and ranks for students' attitudes 

towards using social media as a tool of writing in English language. Table 

(8) shows the results. 

  



41 

Table (8): Means, standard deviation, percentages and levels of 
students' attitudes towards using social media as a tool of writing in 
English language 

No. Item M SD Percentage Level 

9 
Students work well in their 

groups through social media. 
3.81 1.04 76.2 High 

8 
Students prefer to write in 

English by using social media. 
3.74 1.05 74.8 High 

7 

Students are motivated to write 

activities through a typical 

English social media language 

writing. 

3.71 1.02 74.2 High 

6 

Students like to write 

collaboratively through social 

media. 

3.68 1.03 73.6 High 

1 

Students can write activities in 

English through utilizing social 

media. 

3.64 0.94 72.8 High 

5 

Students write more if the 

social media is used as a 

supplementary tool. 

3.63 1.01 72.6 High 

3 
Students can access the links 

/resources easily. 
3.53 1.06 70.6 High 

4 

Students post their replies and 

assignment to the social media 

activities easily. 

3.52 0.99 70.4 High 

2 

Students understand the 

linguistic content of social 

media activities. 

3.45 1.04 69.0 Moderate 

Total score of students' attitudes 3.63 0.73 72.6 High 

Table (8) shows that the students' attitudes towards using social 

media as a tool of writing in English language achieved a mean of (3.63) 

and a percentage of (72.6), which means that students' have positive 

attitudes towards using social media as a tool of writing in English 

language. 

  



42 

4.2.2 Results Related to the Second Question 

What are the kinds of impact that social media has on the students' 

writing competence? 

In order to answer this question, the researcher calculated the means, 

standard deviations, percentages, levels, and ranks for types of impact that 

social media has on the students' writing competence. Table (9) shows the 

results. 

Table (9): Means, standard deviation, percentages and levels of types 
of impact that social media has on the students' writing competence 

No. Item M SD Percentage Level 

3 
Social media increases 

students' productivity in 

writing. 
3.67 1.00 73.4 High 

2 
Social media encourages 

students to contribute to the 

writing skill. 
3.63 0.98 72.6 High 

7 
Social media can motivate 

students into more active and 

interactive writing. 
3.60 1.07 72.0 High 

4 
Social media connects students 

with their teachers at home. 
3.57 1.10 71.4 High 

8 
Social media enriches students' 

knowledge to write 
3.56 0.99 71.2 High 

1 
Social media stimulates your 

students' interest in writing in 

English. 
3.54 1.01 70.8 High 

6 
Social media enables students 

to view and edit their writing 

easily. 
3.47 0.91 69.4 Moderate 

9 
Social media improves 

students' ability in grammar. 
3.35 1.12 67.0 Moderate 

5 
Social media has a negative 

effect on students' proper 

spelling. 
3.07 1.26 61.4 Moderate 

Total score of types of impact 3.50 0.58 70.0 High 



43 

Table (9) shows that the types of impact that social media has on the 

students' writing competence achieved a mean of (3.50) and a percentage of 

(70.0), which means that there is an impact that social media has on the 

students' writing competence. 

4.2.3 Results Related to the Third Question: 

What are the effects of social media on the students' writing 

proficiency; with respect to gender and location? 

In order to answer this question, the researcher calculated the means, 

standard deviations, percentages, levels, and ranks for the effects of social 

media on the students' writing proficiency; with respect to gender and 

location. Table (10) shows the results. 

  



44 

Table (10): Means, standard deviation, percentages and levels of the 
effects of social media on the students' writing proficiency; with 
respect to gender and location 

No. Item M SD Percentage Level 

7 

Social media helps to keep 

students in communication 

with each other despite of the 

geographical distances. 

3.85 0.99 77.0 High 

8 
The more the students use the 

social media, the better their 

writing competence. 

3.83 1.10 76.6 High 

5 
The Social culture of my area 

affects the use of social 

media. 
3.59 1.08 71.8 High 

4 
The availability of internet 

service centers and facilities 

are limited. 
3.54 1.12 70.8 High 

6 

The students weaknesses in 

reading and/or can be partially 

solved by enabling them to 

use social media. 

3.50 1.03 70.0 High 

1 
Students writing proficiency is 

limited in rural areas due to 

the lack of internet facilities. 
3.42 1.13 68.4 Moderate 

3 
Male students have access to 

social media more than 

females. 
3.42 1.16 68.4 Moderate 

2 

The competences of female 

students in English writing is 

better than their male 

counterparts. 

3.41 1.07 68.2 Moderate 

Total score of the effects of social 
media 

3.57 0.56 71.4 High 

Table (10) shows that the effects of social media on the students' 

writing proficiency; with respect to gender and location achieved a mean of 

(3.57) and a percentage of (71.4), which means that there is high significant 

effect of social media on the students' writing proficiency; with respect to 

gender and location. 



45 

Table (11) summarizes the results of the effect of social media on 

Palestinian ninth graders’ English writing proficiency. 

Table (11): Means, standard deviation, percentages and levels of the 
effect of social media on Palestinian ninth graders’ English writing 
proficiency domains and total score 

Domain M SD Percentage Level 
The students' attitudes towards 

using social media as a tool of 

writing of English language. 

3.63 0.73 72.6 High 

Type of impact 3.50 0.58 70.0 High 

The effect of social media on 

students' writing proficiency. 
3.57 0.56 71.4 High 

Total score 3.57 0.52 71.4 High 

Table (11) shows that the effect of social media on Palestinian ninth 

graders’ English writing proficiency achieved a mean of (3.57) and a 

percentage of (71.4). This means that there is a high significant effect of 

social media on Palestinian ninth graders’ English writing proficiency. 

4.3. Results Related to the Study Hypotheses 

4.3.1 Results Related to the First Hypotheses 

There are no significant differences at (α=0.05) in the effect of social 

media on Palestinian ninth graders’ English writing proficiency due to 

gender. 

The researcher used T-Test for independent samples. Table (12) 

shows the results. 

  



46 

Table (12): T-Test for independent samples of the differences of the effect of social 
media on Palestinian ninth graders’ English writing proficiency due to gender 

Domain 
Male 

(N=529) 
Female 
(N=565) 

T-
value 

Sig.* 
Mean S.D Mean S.D 

The students' attitudes 3.61 0.75 3.66 0.70 1.086 0.278 

Type of impact 3.46 0.60 3.53 0.55 1.819 0.069 

The effect of social 

media 
3.54 0.55 3.60 0.56 1.517 0.130 

Total score 3.54 0.54 3.59 0.50 1.717 0.086 

 * Significant at (αααα==== 0.05), D.F = 1092  

Table (12) shows that there are no significant differences at (α=0.05) 

in the effect of social media on Palestinian ninth graders’ English writing 

proficiency due to gender. 

4.3.2 Results Related to the Second Hypotheses 

There are no significant differences at (α=0.05) in the effect of social 

media on Palestinian ninth graders’ English writing proficiency due to 

academic qualifications 

The researcher used One-Way ANOVA to test the hypotheses. 

Tables (13-14) show the frequencies, means and standard deviations of the 

effect of social media on Palestinian ninth graders’ English writing 

proficiency due to academic qualifications and the results of One-Way 

ANOVA respectively. 

  



47 

Table (13): Frequencies, means, and standard deviations of the effect 
of social media on Palestinian ninth graders’ English writing 
proficiency due to academic qualifications 

Domain 
Academic 

Qualifications 
N Mean SD 

The students' 

attitudes 

Diploma 76 3.30 0.79 

Bachelor 878 3.64 0.73 

Master 115 3.74 0.65 

Others 25 3.96 0.61 

Type of 

impact 

Diploma 76 3.28 0.62 

Bachelor 878 3.50 0.57 

Master 115 3.60 0.55 

Others 25 3.62 0.42 

The effect of 

social media 

Diploma 76 3.51 0.50 

Bachelor 878 3.56 0.57 

Master 115 3.65 0.51 

Others 25 3.67 0.53 

Total score 

Diploma 76 3.36 0.54 
Bachelor 878 3.57 0.52 
Master 115 3.66 0.47 
Others 25 3.75 0.41 

Table (14): One–Way ANOVA to test the differences of the effect of 
social media on Palestinian ninth graders’ English writing proficiency 
due to academic qualifications 

Domain 
Source of 
variance 

Sum of 
Squares 

D.F 
Mean 

Squares 
F Sig.* 

The 

students' 

attitudes 

Between groups 12.406 3 4.135 

7.938 
*

0.001 
Within groups 567.840 1090 0.521 

Total 580.247 1093  

Type of 

impact 

Between groups 5.236 3 1.745 

5.324 
*

0.001 
Within groups 357.331 1090 0.328 

Total 362.567 1093  

The effect 

of social 

media 

Between groups 1.258 3 0.419 

1.361 
*

0.253 
Within groups 335.945 1090 0.308 

Total 337.203 1093  

Total 
score 

Between groups 5.236 3 1.745 

6.502 
*

0.001 
Within groups 292.577 1090 0.268 

Total 297.812 1093  
*Significant at (α= 0.05) 



48 

Table (14) indicates that there are no significant differences at (α= 

0.05) in the effect of social media on Palestinian ninth graders’ English 

writing proficiency due to academic qualifications in the domain of the 

effect of social media while there are significant differences at (α= 0.05) in 

the effect of social media on Palestinian ninth graders’ English writing 

proficiency due to academic qualifications in the domains of the students' 

attitudes, type of impact and total score.  

The researcher used Scheffe post hoc test to determine the source of 

differences. Tables (15-17) show Scheffe post hoc test results. 

Table (15): Scheffe post hoc results to determine the differences in 
domain of the students' attitudes due to academic qualifications 

Academic 
qualifications 

Diploma Bachelor Master Others 

Diploma  -0.341* -0.440* -0.656* 

Bachelor   -0.100 -0.351 

Master    0.440* 

Others     
*Significant at (α= 0.05) 

Table (15) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

academic qualifications in the domain of students' attitudes, between 

Diploma and bachelor degrees in favor of getting bachelor degree. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 



49 

academic qualifications in the domain of students' attitudes, between 

diploma and M.A/M.SC degrees in favor of getting M.A/M.SC degree. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

academic qualification in the domain of students' attitudes, between 

diploma and others degrees in favor of getting others degree. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

academic qualification in the domain of students' attitudes, between 

M.A/M.SC and others degrees in favor of getting M.A/M.SC degree. 

Table (16): Scheffe post hoc results to determine the differences in 
domain of the kind of impact due to academic qualifications 

Academic 
Qualifications 

Diploma Bachelor Master Others 

Diploma  -0.220* -0.322* -0.340 

Bachelor   -0.102 -0.120 

Master    -0.018 

Others     
*Significant at (α= 0.05) 

Table (16) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

academic qualification in the domain of type of impact, between diploma 

and bachelor degrees in favor of getting bachelor degree. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 



50 

academic qualification in the domain of type of impact, between diploma 

and M.A/M.SC degrees in favor of getting M.A/M.SC degree. 

Table (17): Scheffe post hoc results to determine the differences in total 
score due to academic qualifications 

Academic 
qualifications 

Diploma Bachelor Master Others 

Diploma  -0.209* -0.306* -0.391* 

Bachelor   -0.097 -0.182 

Master    -0.085 

Others     
*Significant at (α= 0.05) 

Table (17) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

academic qualification in the total score, between diploma and bachelor 

degrees in favor of getting bachelor degree. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

academic qualification in the total score, between diploma and 

M.A/M.SC degrees in favor of getting M.A/M.SC degree. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

academic qualification in the total score, between diploma and others 

degrees in favor of getting others degree. 

  



51 

4.3.3 Results Related to the Third Hypotheses 

There are no significant differences at (α=0.05) in the effect of social 

media on Palestinian ninth graders’ English writing proficiency due to 

Governorate.  

The researcher used One-Way ANOVA to test the hypotheses. 

Tables (18-19) show the frequencies, means and standard deviations of the 

effect of social media on Palestinian ninth graders’ English writing 

proficiency due to governorate and the results of One-Way ANOVA 

respectively. 

  



52 

Table (18): Frequencies, means, and standard deviations of the effect 
of social media on Palestinian ninth graders’ English writing 
proficiency due to Governorate 

Domain Governorate N Mean SD 

The 

students' 

attitudes 

Tulkarm 59 3.56 0.86 

Qalqilya 48 3.47 0.65 

Salfit 23 3.73 0.56 

Bethlehem 160 3.56 0.77 

Nablus 118 3.58 0.73 

Ramallah 133 3.63 0.69 

Hebron 207 3.68 0.76 

Others 346 3.69 0.69 

Type of 

impact 

Tulkarm 59 3.50 0.57 

Qalqilya 48 3.59 0.52 

Salfit 23 3.50 0.59 

Bethlehem 160 3.39 0.60 

Nablus 118 3.46 0.58 

Ramallah 133 3.52 0.57 

Hebron 207 3.53 0.61 

Others 346 3.51 0.55 

The effect 

of social 

media 

Tulkarm 59 3.55 0.52 

Qalqilya 48 3.59 0.57 

Salfit 23 3.53 0.73 

Bethlehem 160 3.50 0.61 

Nablus 118 3.56 0.61 

Ramallah 133 3.64 0.52 

Hebron 207 3.57 0.57 

Others 346 3.58 0.51 

Total score 

Tulkarm 59 3.54 0.53 

Qalqilya 48 3.55 0.47 

Salfit 23 3.59 0.51 

Bethlehem 160 3.48 0.56 

Nablus 118 3.53 0.57 

Ramallah 133 3.59 0.49 

Hebron 207 3.60 0.55 

Others 346 3.60 0.49 
 

  



53 

Table (19): One–Way ANOVA to test the differences of the effect of social media on 
Palestinian ninth graders’ English writing proficiency due to Governorate 

Domain 
Source of 
variance 

Sum of 
Squares 

D.F 
Mean 

Squares 
F Sig.* 

The 

students' 

attitudes 

Between groups 4.633 7 0.662 

1.249 0.273 Within groups 575.613 1086 0.503 

Total 580.247 1093  

Type of 

impact 

Between groups 2.865 7 0.409 

1.236 0.280 Within groups 359.703 1086 0.331 

Total 362.567 1093  

The effect 

of social 

media 

Between groups 1.516 7 0.217 

0.701 0.672 Within groups 335.688 1086 0.309 

Total 337.203 1093  

Total 
score 

Between groups 1.894 7 0.271 

0.993 0.435 Within groups 295.918 1086 0.272 

Total 297.812 1093  
*Significant at (α= 0.05) 

Table (19) indicates that there are no significant differences at (α= 

0.05) in the effect of social media on Palestinian ninth graders’ English 

writing proficiency due to governorate. 

4.3.4 Results Related to the Fourth Hypotheses 

There are no significant differences at (α=0.05) in the effect of social 

media on Palestinian ninth graders’ English writing proficiency due to 

Educational Experience. 

The researcher used One-Way ANOVA to test the hypotheses. 

Tables (20-21) show the frequencies, means and standard deviations of the 

effect of social media on Palestinian ninth graders’ English writing 

proficiency due to Educational Experience and the results of One-Way 

ANOVA respectively. 



54 

Table (20): Frequencies, means, and standard deviations of the effect 
of social media on Palestinian ninth graders’ English writing 
proficiency due to Educational Experience 

Domain 
Educational 
Experience 

N Mean SD 

The 

students' 

attitudes 

Less than 5 years 264 3.82 0.64 

5-10 years 451 3.71 0.66 

More than 10 years 379 3.42 0.81 

Type of 

impact 

Less than 5 years 264 3.58 0.49 

5-10 years 451 3.52 0.55 

More than 10 years 379 3.40 0.64 

The effect 

of social 

media 

Less than 5 years 264 3.63 0.52 

5-10 years 451 3.57 0.56 

More than 10 years 379 3.53 0.57 

Total score 

Less than 5 years 264 3.68 0.44 

5-10 years 451 3.60 0.49 

More than 10 years 379 3.45 0.59 

Table (21): One–Way ANOVA to test the differences of the effect of 
social media on Palestinian ninth graders’ English writing proficiency 
due to Educational Experience 

Domain 
Source of 
variance 

Sum of 
Squares 

D.F 
Mean 

Squares 
F Sig.* 

The 

students' 

attitudes 

Between groups 28.118 2 14.059 

27.780 
*

0.001 
Within groups 552.129 1091 0.506 

Total 580.247 1093  

Type of 

impact 

Between groups 5.589 2 2.794 

8.540 
*

0.001 
Within groups 356.979 1091 0.327 

Total 362.567 1093  

The effect 

of social 

media 

Between groups 1.418 2 0.709 

2.304 0.100 Within groups 335.785 1091 0.308 

Total 337.203 1093  

Total 
score 

Between groups 9.020 2 4.510 

17.039 
*

0.001 
Within groups 288.792 1091 0.265 

Total 297.812 1093  
*Significant at (α= 0.05) 

Table (21) indicates that there are no significant differences at (α= 

0.05) in the effect of social media on Palestinian ninth graders’ English 



55 

writing proficiency due to Educational Experience to in the domain of the 

effect of social media while there are significant differences at (α= 0.05) in 

the effect of social media on Palestinian ninth graders’ English writing 

proficiency due to Educational Experience in the domains of the students' 

attitudes, type of impact and total score. The researcher used Scheffe post 

hoc test to determine the source of differences. Tables (22-24) show 

Scheffe post hoc test results. 

Table (22): Scheffe post hoc results to determine the differences in 
domain of the students' attitudes due to Educational Experience 

Educational 
Experience 

Less than 5 
years 

5-10 years 
More than 10 

years 
Less than 5 years  0.108 0.393* 

5-10 years   0.285* 

More than 10 years    
*Significant at (α= 0.05) 

Table (22) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Educational Experience in the domain of students' attitudes, between less 

than 5 years and more than 10 years in favor of less than 5 years. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Educational Experience in the domain of students' attitudes, between 5-

10 years and more than 10 years in favor of 5-10 years. 

  



56 

Table (23): Scheffe post hoc results to determine the differences in 
domain of the kind of impact due to Educational Experience 

Educational 
Experience 

Less than 5 
years 

5-10 years 
More than 10 

years 
Less than 5 years  0.059 0.179* 

5-10 years   0.121* 

More than 10 years    
*Significant at (α= 0.05) 

Table (23) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Educational Experience in the domain of type of impact, between less 

than 5 years and more than 10 years in favor of less than 5 years. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Educational Experience in the domain of type of impact, between 5-10 

years and more than 10 years in favor of 5-10 years. 

Table (24): Scheffe post hoc results to determine the differences in total 
score due to Educational Experience 

Educational 
Experience 

Less than 5 
years 

5-10 years 
More than 10 

years 
Less than 5 years  0.074 0.228* 

5-10 years   0.154* 

More than 10 years    
*Significant at (α= 0.05) 

Table (24) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 



57 

Educational Experience in the total score, between less than 5 years and 

more than 10 years in favor of less than 5 years. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Educational Experience in the total score, between 5-10 years and more 

than 10 years in favor of 5-10 years. 

4.3.5 Results Related to the Fifth Hypotheses 

There are no significant differences at (α=0.05) in the effect of social 

media on Palestinian ninth graders’ English writing proficiency due to 

Professional Experience. 

The researcher used One-Way ANOVA to test the hypotheses. 

Tables (25-26) show the frequencies, means and standard deviations of the 

effect of social media on Palestinian ninth graders’ English writing 

proficiency due to Professional Experience and the results of One-Way 

ANOVA respectively. 

  



58 

Table (25): Frequencies, means, and standard deviations of the effect 
of social media on Palestinian ninth graders’ English writing 
proficiency due to Professional Experience 

Domain 
Professional 
Experience 

N Mean SD 

The 

students' 

attitudes 

Less than 5 years 308 3.78 0.64 

5-10 years 444 3.72 0.65 

More than 10 years 342 3.39 0.83 

Type of 

impact 

Less than 5 years 308 3.56 0.51 

5-10 years 444 3.54 0.54 

More than 10 years 342 3.38 0.66 

The effect 

of social 

media 

Less than 5 years 308 3.62 0.51 

5-10 years 444 3.59 0.56 

More than 10 years 342 3.50 0.59 

Total 
score 

Less than 5 years 308 3.66 0.45 

5-10 years 444 3.62 0.48 

More than 10 years 342 3.42 0.60 

Table (26): One–Way ANOVA to test the differences of the effect of 
social media on Palestinian ninth graders’ English writing proficiency 
due to Professional Experience 

Domain 
Source of 
variance 

Sum of 
Squares 

D.F 
Mean 

Squares 
F Sig.* 

The 

students' 

attitudes 

Between groups 29.882 2 14.941 

29.618 *0.001  Within groups 550.364 1091 0.504 

Total 580.247 1093  

Type of 

impact 

Between groups 6.619 2 3.310 

10.144 *0.001  Within groups 355.948 1091 0.326 

Total 362.567 1093  

The effect 

of social 

media 

Between groups 2.557 2 1.278 

4.168 
0.016

* 
Within groups 334.647 1091 0.307 

Total 337.203 1093  

Total score 

Between groups 10.648 2 5.324 

20.227 *0.001  Within groups 287.164 1091 0.263 

Total 297.812 1093  
*Significant at (α= 0.05) 

Table (26) indicates that there are no significant differences at (α= 

0.05) in the effect of social media on Palestinian ninth graders’ English 



59 

writing proficiency due to Professional Experience. The researcher used 

Scheffe post hoc test to determine the source of differences. Tables (27-30) 

show Scheffe post hoc test results. 

Table (27): Scheffe post hoc results to determine the differences in 
domain of the students' attitudes due to Professional Experience 

Professional 
Experience 

Less than 5 
years 

5-10 years 
More than 10 

years 
Less than 5 years  0.066 0.391* 

5-10 years   0.325* 

More than 10 years    

*Significant at (α= 0.05) 

Table (27) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Professional Experience in the domain of students' attitudes, between 

less than 5 years and more than 10 years in favor of less than 5 years. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Professional Experience in the domain of students' attitudes, between 5-

10 years and more than 10 years in favor of 5-10 years. 

Table (28): Scheffe post hoc results to determine the differences in 
domain of the kind of impact due to Professional Experience 

Professional 
Experience 

Less than 5 
years 

5-10 years 
More than 10 

years 
Less than 5 years  0.013 0.175* 

5-10 years   0.162* 

More than 10 years    
*Significant at (α= 0.05) 



60 

Table (28) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Professional Experience in the domain of type of impact, between less 

than 5 years and more than 10 years in favor of less than 5 years. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Professional Experience in the domain of type of impact, between 5-10 

years and more than 10 years in favor of 5-10 years. 

Table (29): Scheffe post hoc results to determine the differences in 
domain of the effect of social media due to Professional Experience 

Professional 
Experience 

Less than 5 
years 

5-10 years 
More than 10 

years 
Less than 5 years  0.040 0.122* 

5-10 years   0.082 

More than 10 years    
*Significant at (α= 0.05) 

Table (29) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Professional Experience in the domain of type of impact, between less 

than 5 years and more than 10 years in favor of less than 5 years. 

  



61 

Table (30): Scheffe post hoc results to determine the differences in total 
score due to Professional Experience 

Professional 
Experience 

Less than 5 
years 

5-10 years 
More than 10 

years 
Less than 5 years  0.040 0.233* 

5-10 years   0.194* 

More than 10 years    
*Significant at (α= 0.05) 

Table (30) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Professional Experience in the total score, between less than 5 years and 

more than 10 years in favor of less than 5 years.  

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to 

Professional Experience in the total score, between 5-10 years and more 

than 10 years in favor of 5-10 years. 

4.3.6 Results Related to the Sixth Hypotheses 

There are no significant differences at (α=0.05) in the effect of social 

media on Palestinian ninth graders’ English writing proficiency due to 

Sector. 

The researcher used One-Way ANOVA to test the hypotheses. 

Tables (31-32) show the frequencies, means and standard deviations of the 

effect of social media on Palestinian ninth graders’ English writing 

proficiency due to sector and the results of One-Way ANOVA respectively. 



62 

Table (31): Frequencies, means, and standard deviations of the effect 
of social media on Palestinian ninth graders’ English writing 
proficiency due to sector 

Domain sector N Mean SD 

The 

students' 

attitudes 

Government 462 3.57 0.74 

Private 347 3.75 0.64 

UNRWA 285 3.59 0.79 

Type of 

impact 

Government 462 3.54 0.60 

Private 347 3.48 0.54 

UNRWA 285 3.44 0.57 

The effect 

of social 

media 

Government 462 3.57 0.62 

Private 347 3.58 0.50 

UNRWA 285 3.56 0.51 

Total score 

Government 462 3.56 0.57 

Private 347 3.60 0.45 

UNRWA 285 3.53 0.52 

Table (32): One–Way ANOVA to test the differences of the effect of 
social media on Palestinian ninth graders’ English writing proficiency 
due to Sector 

Domain 
Source of 
variance 

Sum of 
Squares 

D.F 
Mean 

Squares 
F Sig.* 

The 

students' 

attitudes 

Between groups 6.562 2 3.281 

6.240 
*

0.002 
Within groups 573.685 1091 0.526 

Total 580.247 1093  

Type of 

impact 

Between groups 1.713 2 0.856 

2.590 0.076 Within groups 360.854 1091 0.331 

Total 362.567 1093  

The effect 

of social 

media 

Between groups .029  2 0.015 

0.047 0.954 Within groups 337.174 1091 0.309 

Total 337.203 1093  

Total 
score 

Between 
groups 

.818  2 0.409 

1.502 0.223 
Within groups 296.995 1091 0.272 

Total 297.812 1093  
*Significant at (α= 0.05) 



63 

Table (32) indicates that there are no significant differences at (α= 

0.05) in the effect of social media on Palestinian ninth graders’ English 

writing proficiency due to sector in the domains of type of impact, the 

effect of social media and total score, while there are significant differences 

at (α= 0.05) in the effect of social media on Palestinian ninth graders’ 

English writing proficiency due to sector in the domain of students' 

attitudes. The researcher used Scheffe post hoc test to determine the source 

of differences. Table (33) show Scheffe post hoc test results. 

Table (33): Scheffe post hoc results to determine the differences in 
domain of the students' attitudes due to sector 

Sector Government Private UNRWA 
Government  -0.173* -0.019 

Private   0.154* 

UNRWA    
*Significant at (α= 0.05) 

Table (33) shows that: 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to sector in 

the domain of students' attitudes, between government and private in 

favor of private. 

- There are significant differences at (α= 0.05) in the effect of social media 

on Palestinian ninth graders’ English writing proficiency due to sector in 

the domain of students' attitudes, between private and UNRWA in favor 

of private. 

  



64 

4.4 Results Related to the Standardized Writing Test 

There are no significant differences at (α=0.05) in the writing skill 

due to the two groups: controlled group and experimental group. 

  The researcher used T-Test for independent samples. Table (34) 

shows the results. 

Table (34): T-Test for independent samples of writing skill due to 
groups 

skill 
Control 
(N=90) 

experimental 
(N=90) 

T-
value 

Sig.* 
M S.D M S.D 

Syntax 0.84 0.48 0.99 0.54 1.971 0.050* 

Semantics 1.01 0.56 1.22 0.53 2.607 0.010* 

Dictation 0.89 0.54 1.06 0.65 1.810 0.072 

Organisation 1.18 0.64 1.40 0.64 2.272 0.024* 

Total 3.93 2.04 4.62 1.99 2.292 0.023* 
 * Significant at (αααα==== 0.05), D.F = 178  

Table (34) indicates that there are no significant differences at 

(α=0.05) in the analysis item for the writing skill: dictation. While there are 

significant differences in the analysis items for the writing skill: syntax, 

semantics and organization due to the groups, in favor of the experimental 

group. 

4.5 Conclusion 

This chapter presented the questions and the hypotheses of the 

statistical analysis study results. The results tables indicated that there was 

a great and obvious effect of using social media on English writing 

proficiency of Palestinian ninth graders' in the West Bank.  



65 

 

 

 

Chapter Five 

Discussion of the Results, 
Conclusion, and 

Recommendations 

  



66 

Chapter Five 

Discussion of the Results, Conclusion and Recommendations 

5.1 Preview 

This chapter divided into three parts: The first part discussed the 

results of the study questions and hypotheses, respectively in the light of 

the study variables: gender, academic qualification, governorate, 

educational experience and professional experience in teaching English as a 

foreign language. The second part presented the conclusions. Finally, the 

third part provided the recommendations and the suggestions that induced 

from the study results.  

5.2 Discussion of the Study Results 

5.3 Discussion of the Results of the Main Question 

What is the effect of using social media on Palestinian ninth graders’ 

English writing proficiency in the West Bank schools? 

After analyzing the data and computing the mean, standard 

deviation, and percentages for each item and their respective domain and 

the total score of the effect of using social media on Palestinian ninth 

graders’ English writing proficiency in the West Bank schools, see table (8) 

chapter four above, results showed the following:  

5.3.1 First Domain: The students' attitudes towards using social media 

as a tool of writing in English language 

The findings of items (1- 9) in table (8) showed that using social 

media on Palestinian ninth graders’ English writing proficiency has 



67 

positive attitudes in the West Bank schools. The total average for the first 

domain which investigated the students' English writing proficiency, was " 

72.6%" with high effect.  

The researcher believes that the reason behind that is the growing 

trends for the ninth graders' towards using social media which aims to 

create active and self-dependent learners in the writing skill through 

achieving a variety of goals or functions including doing homework and 

reviewing tests.  

In response to items (1and 2), item (1) received a high effect degree, 

the majority of students"72.2%" which reported students can write 

activities in English through utilizing social media. This findings agree 

with Crook, et al, (2008) who found that Social media tools provide 

learners with new opportunities to become independent in their study and 

research. Social media encourages a wider range of expressive capacity and 

Solis (2008) agreed that social media comprises of activities that involve 

socializing and networking online through words, pictures and videos. 

Social media is redefining how we relate to each other as humans and how 

we as humans relate to the organizations that serve us.  

But item (2) received a moderate effect degree, the majority of 

students" 69.0%." This finding agree with Byrne (1997) who found that 

writing is considered difficult even in the mother tongue because of these 

three factors; psychological, linguistic and cognitive. From the 

psychological side, when students write, their writing will improve to be a 



68 

solitary activity so students have to write without possible interaction or 

feedback.  

The results of items (3and 4) received a high effect degree, the 

majority of students "70.6%and 70.4%" reported that students can access 

the links and post their replies easily through using social media and the 

items (5 and 6) findings agree with Fusch (2011), who argues that the tools 

of the trade are as important as the learning objectives, and that tools are 

needed which promote social presence, create a more interactive learning 

environment and foster collaborative study.  

The majority of students "72.6%and 73.6%" and received a high 

effect degree. But, Zepke and Leach (2010) suggest that motivation and 

student dispositions will influence their ability to engage in interactive 

learning, where the line between online learning and socialization is blurred 

as well as the item (7) majority of students "74.2%"and received a high 

effect degree.  

The findings of items (8 and 9) strongly confirmed that students 

prefer to write and work well in groups through social media. The effect 

degree on these items was high with the percentage of response on them 

respectively was " 74.8% and 76.2%". These findings agree with Dunn 

(2012) who realizes that more emphasis must be placed on learning with 

technology. The default setting for many academics remains on teaching 

with technology. The two perspectives, when not aligned, can create very 

different experiences for students and Harmer (2001) adds three purposes 



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for teaching writing to students of English as a foreign language: language 

development, learning style and writing as a skill.  

5.3.2. Second Domain: The kinds of impact that social media has on the 

students' writing competence 

The findings of items (1- 9) in table (9) showed that using social 

media has positive impact on the students’ English writing competence in 

the West Bank schools. The total average for the second domain which 

investigated the impact on the students' English writing competence, was 

"70.0%" with high effect which indicated that students believe that writing 

skill is fundamental skill to succeed and perform well through using social 

media. 

Moreover, the results indicated that the majority of teachers agreed 

on the usefulness of employing social media as a study tool during lessons 

and for writing skill. Students confirmed that social media helps them in 

providing the opportunity to share information with their classmates.  

The results to items (1and 2) agree with Al Sharawneh (2012) who 

found that the assessment of the writing ability among language teachers 

and students has always been important because the results of such an 

evaluation are used for a variety of administrative, instructional and 

research purposes. Teachers use these results to help improve, influence, 

refine and shape their students' attained writing ability, and Odell (2011) 

who found that social media has several effects on academic work. It also 



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has a positive impact on students sense of themselves in the community. 

The results received a high effect degree, the majority of students "70.8% 

and 72.6%."  

The results of items (3and 4) received a high effect degree, the 

majority of students "73.4% and 71.4%" reported that social media can 

increase students' productivity in writing and helps to connect students with 

their teachers at home. But the items (5and 6) findings disagrees with 

Millrood (2001) who discussed a three- phase framework of teaching to 

write. The majority of students "61.4% and 69.4%" and received a 

moderate effect degree. 

On the other hand, the findings of items (7and 8) strongly confirmed 

that students can motivate to be more active and enrich students' knowledge 

to write through social media. The effect degree on these items was high 

with the percentage of response on them respectively was "72.0% and 

71.2%." These findings agree with Zepke and Leach (2010) who suggested 

that motivation and student dispositions will influence their ability to 

engage in interactive learning, where the line between online learning and 

socialization is blurred and Tynes (2007) who emphasized that online 

discussions direct teenagers into self- learning and create opportunities for 

them to develop critical thinking and argumentation skills. 

However, the finding of item (9) received a moderate effect degree, 

the majority of students "67.0%." This findings disagrees with Khailani and 

Muqattash (1996) who mentioned five pedagogical purposes for teaching 



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writing. They are reinforcement, training, imitation, communication and 

fluency. 

5.3.3 Third Domain: The effect of social media has on the students' 

writing proficiency; with respect to gender and location 

The findings of items (1- 8) in table (10) showed that social media 

has positive effect on the students' writing proficiency; with respect to 

gender and location in the West Bank schools. The total average for the 

third domain which investigated the high effect on the students' English 

writing proficiency, was "71.4%" with high effect which indicated that the 

more the students use the social media, the better their writing competence.  

Additionally, the results indicated that the majority of teachers 

agreed on the good effect of using social media as a study tool during 

lessons and at home ; with respect to gender and location. Students 

confirmed that social media helps them to keep in communication with 

each other despite the geographical distances and gender " male or female."  

The results to items (1-8) received a high effect degree, the majority 

of students "73.4%, 71.4%,70.8%, 71.8%, 70.0%, 77.0% a