Exploring the Impact of Common vs. Restricted Social Networks on English Foreign Language Learners' Writing Skill

The appearance of different types of educational technology (Ed Tech) tools has paved the way for teachers and learners in all fields of study including second/foreign language learning in order to use them for making the education and learning process more fruitful and exciting. This study aimed to investigate and compare the impact of the common WhatsApp group in which participants could have interactions versus the restricted WhatsApp group in which participants did not have any interactions, as two quittances of social network groups on enhancing English Foreign Language (EFL) learners' writing ability with a focus on process analysis type of paragraph writing. In this regard, 64 intermediate EFL learners were homogenized through the administration of the Oxford Placement Test (OPT) and divided into two virtual groups randomly. Next, a paragraph writing pretest was administered, and then both virtual groups received the same treatment and material based on the Model-Practice-Effect instruction cycle. After the treatment sessions, the paragraph writing posttest was administered. Considering the purpose of the study, data analysis indicated that the participants in the common WhatsApp group who had experienced online interaction could significantly outperform the participants in the restricted WhatsApp group.  The results and findings of this study can be useful for second/foreign language learners, teachers, researchers and experts in order to consider and become aware of the critical role of Ed Tech, as well as the central and important role of interaction in improving the quality of language teaching and learning process.