This dissertation uses a mixed-methods approach with both an analysis of Facebook group data from a 2016 faculty-led trip and a meta-analysis of Facebook group studies from the past five years to examine popular theoretical frameworks, publication bias, themes, and how a Facebook group can be used with Generation Z learners to facilitate engagement with language instruction. The research was supported by a literature review that includes second language acquisition theory, sociocultural theory, and generational theory. The study revealed that a Facebook group can facilitate engagement for Generation Z language learners at the university level by creating an environment that is personal, social, and engaging through four types of posts while providing analytical tools to help ensure that each student is viewing the material. The meta-analysis revealed that there is very little overlap in the theoretical framework of current studies on Facebook group utilization with university students, and the studies centered on three major themes: (1) Facebook groups are comfortable for Generation Z, (2) Facebook groups facilitate student engagement, and (3) Facebook groups can help improve student course performance. This research also gives examples of posts and suggestions for educators to consider before utilizing a Facebook group with students.
","abstract_html":"<p>This dissertation uses a mixed-methods approach with both an analysis of Facebook group data from a 2016 faculty-led trip and a meta-analysis of Facebook group studies from the past five years to examine popular theoretical frameworks, publication bias, themes, and how a Facebook group can be used with Generation Z learners to facilitate engagement with language instruction. The research was supported by a literature review that includes second language acquisition theory, sociocultural theory, and generational theory. The study revealed that a Facebook group can facilitate engagement for Generation Z language learners at the university level by creating an environment that is personal, social, and engaging through four types of posts while providing analytical tools to help ensure that each student is viewing the material. The meta-analysis revealed that there is very little overlap in the theoretical framework of current studies on Facebook group utilization with university students, and the studies centered on three major themes: (1) Facebook groups are comfortable for Generation Z, (2) Facebook groups facilitate student engagement, and (3) Facebook groups can help improve student course performance. This research also gives examples of posts and suggestions for educators to consider before utilizing a Facebook group with students.</p>","abstract_has_math":false,"creators":["Fisher, Garrett"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Bill Boozang","Suzan Nelson","Santiago García-Castañón"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-01T07:00:00Z","date_published":"2018-05-01T07:00:00Z","updated_at":"2026-07-24T05:21:18Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/159","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bill Boozang","Suzan Nelson","Santiago García-Castañón"]},{"key":"dc:creator","label":"Author","values":["Fisher, Garrett"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-05-21T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/159"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation uses a mixed-methods approach with both an analysis of Facebook group data from a 2016 faculty-led trip and a meta-analysis of Facebook group studies from the past five years to examine popular theoretical frameworks, publication bias, themes, and how a Facebook group can be used with Generation Z learners to facilitate engagement with language instruction. The research was supported by a literature review that includes second language acquisition theory, sociocultural theory, and generational theory. The study revealed that a Facebook group can facilitate engagement for Generation Z language learners at the university level by creating an environment that is personal, social, and engaging through four types of posts while providing analytical tools to help ensure that each student is viewing the material. The meta-analysis revealed that there is very little overlap in the theoretical framework of current studies on Facebook group utilization with university students, and the studies centered on three major themes: (1) Facebook groups are comfortable for Generation Z, (2) Facebook groups facilitate student engagement, and (3) Facebook groups can help improve student course performance. This research also gives examples of posts and suggestions for educators to consider before utilizing a Facebook group with students.
"]},{"key":"dc:title","label":"Title","values":["Engaging Generation Z: A Study On Facebook Group Implementation In Language Courses And In Multiple Contexts"]}]}],"canonical_facts":{"dc:contributor":["Bill Boozang","Suzan Nelson","Santiago García-Castañón"],"dc:creator":["Fisher, Garrett"],"dc:date.available":["2018-05-21T07:00:00Z"],"dc:description.abstract":["This dissertation uses a mixed-methods approach with both an analysis of Facebook group data from a 2016 faculty-led trip and a meta-analysis of Facebook group studies from the past five years to examine popular theoretical frameworks, publication bias, themes, and how a Facebook group can be used with Generation Z learners to facilitate engagement with language instruction. The research was supported by a literature review that includes second language acquisition theory, sociocultural theory, and generational theory. The study revealed that a Facebook group can facilitate engagement for Generation Z language learners at the university level by creating an environment that is personal, social, and engaging through four types of posts while providing analytical tools to help ensure that each student is viewing the material. The meta-analysis revealed that there is very little overlap in the theoretical framework of current studies on Facebook group utilization with university students, and the studies centered on three major themes: (1) Facebook groups are comfortable for Generation Z, (2) Facebook groups facilitate student engagement, and (3) Facebook groups can help improve student course performance. This research also gives examples of posts and suggestions for educators to consider before utilizing a Facebook group with students.
"],"dc:identifier":["https://dune.une.edu/theses/159"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"],"dc:title":["Engaging Generation Z: A Study On Facebook Group Implementation In Language Courses And In Multiple Contexts"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:18Z"}