Social Media – Facilitated Instructional Strategy in Improving Writing Performance

This study focused on the conceptualization of a social media-facilitated instructional strategy using a combination of Facebook, ZenPen, Grammarly, and Wattpad in improving the writing performance of the Grade 12 Senior High School students of Libagon National High School. Graves’ (1985) approaches to writing were used, made up of prewriting, drafting, revising, editing, and publishing. Social media platforms were used in each of these writing processes. Facebook (closed group) was used for prewriting, ZenPen for drafting and revising, Grammarly for editing, and Wattpad for publishing. Evaluation of the conceptualized instructional strategy, which rendered a highly accurate result, was done by three experts using More and Pinhey’s (2014) Evaluation Rubric for the Development of Fully Online Learning Objects. The validated strategy was used in the writing activity of the students focused on content, organization, vocabulary, language use, and mechanics. The students had a very efficient weighted mean. Thereby, this study introduces the potential impact of the conceptualized social media-facilitated instructional strategy in improving students’ writing performance. Keywords: Social media-facilitated instructional strategy, writing performance