Abstract

As argued by several researchers in the field of second language acquisition (SLA), resisting or refusing to integrate technology in the language – or any other type of – classroom in the[1] [2]  twenty-first century can be no only detrimental for learners, who would be at a disadvantageous position with respect to their technology-using peers, but can also deem that teacher/instructor obsolete (Abrams, 2019; Blake & Guillen, 2019). Social networking sites (SNS) are, arguably, one of the most revolutionary events in the world of computer-mediated communication. Platforms like Myspace, Facebook, Twitter, and Instagram, among others, have changed the way in which humans interact with each other (Boyd & Ellison, 2007). Given the pervasiveness of sites and the impact it has had in people’s lives, it is only logical for language and education researchers to turn their attention to these CMC platforms and try to figure out whether and how these can be exploited for educational purposes. In light of the situation described above the present study aims at   determining the effectiveness of SNSs in the development of English L2 learners’ linguistic and intercultural communicative competence, and if proven effective. This study seeks to answer the question of whether students in third and fourth semester in an English Language Teacher program in Venezuela can develop their linguistic and/or intercultural competence (ICC) through the use of SNSs such as Facebook.  In case this is affirmative, then what elements of ICC are present in their interactions on the SNS and in their own reflections about their experiences? Finally, this research will aim at determining whether there is a correlation between their roles and levels of interaction within the SNS and the level of ICC they achieve.