INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY: APPLIED

BUSINESS AND EDUCATION RESEARCH

2024, Vol. 5, No. 12, 5289 – 5298
http://dx.doi.org/10.11594/ijmaber.05.12.25

Research Article

Beyond Understanding of Student Attitudes Towards 'Grammar Naziness' in

Facebook Discourse - Basis for Grammar Teaching

Anthony V. Alimonsurin*

Dr. Emilio B. Espinosa, Sr. Memorial State College of Agriculture and Technology – Cawayan
Campus, Teacher Education Institute Cawayan, Masbate, Philippines

Article history: ABSTRACT

Submission 30 November 2024
Revised 07 December 2024 Facebook is one of the most widely used social media applications
Accepted 23 December 2024 of the learners of todays’ generation. However, the respondents
showed reluctance in engaging in discussions about English gram-
*Corresponding author: mar in the Facebook comment section, indicating a preference for
E-mail: private correction rather than public discourse. Additionally, the
anthonyalimonsurin311@gmail.com study revealed that non-native speakers of English perceived mak-
ing grammar mistakes on Facebook as a valuable learning experi-
ence. Based on these findings, it can be concluded that students are
receptive to corrective feedback but prefer a more discreet ap-
proach to grammar teaching on Facebook. The study also highlights
the potential of Facebook as a platform for teaching English gram-
mar, emphasizing the importance of positive reinforcement and
sensitivity when providing feedback. To optimize the use of Face-
book for grammar teaching, the researchers recommend careful
planning to ensure students do not feel ashamed or demotivated
when posting their statuses. It is crucial to incorporate positive re-
inforcement and consider the sensitivity of students when provid-
ing insights on teaching grammar in the Facebook context. Further-
more, it is advised to conduct a thorough investigation into the
openness of respondents to accept corrective feedback on Facebook
and provide an orientation to the subjects regarding the observation
of their Facebook posts. Overall, this study provides valuable in-
sights into student attitudes towards 'Grammar Naziness' on Face-
book and offers practical recommendations for effective grammar
teaching in an online discourse setting.

Keywords: Grammar, Naziness, Grammar teaching, Facebook

How to cite:
Alimonsurin, A. V. (2024). Beyond Understanding of Student Attitudes Towards 'Grammar Naziness' in Facebook Dis-
course - Basis for Grammar Teaching. International Journal of Multidisciplinary: Applied Business and Education
Research. 5(12), 5289 – 5298. doi: 10.11594/ijmaber.05.12.25
 AV Alimonsurin, 2024 / Beyond Understanding of Student Attitudes Towards 'Grammar Naziness' in Facebook Discourse

Introduction tention behind this correction is noble—to as-

The COVID-19 pandemic has prompted a sist other users with their English language use.
significant shift in the educational system, with However, the impact of such corrective feed-
a move toward online learning facilitated by back remains a topic of interest.
the internet. As the most well-known medium In a study conducted by Amin et al. (2016),
in the new media era, the internet, particularly Malay learners of English from UiTM were sur-
through Web 2.0 technologies, enables content veyed to explore their response to corrective
creation and dissemination. Social Networking feedback from Facebook friends acting as
Sites (SNSs) have emerged as a powerful ave- grammar Nazis. The findings revealed that the
nue for building networks and fostering inter- majority of respondents welcomed this feed-
action among users across the internet back, perceiving it as a motivational drive to
(Zulbeni, 2017). Students actively engage with improve their English writing skills. Conse-
SNSs, dedicating a substantial portion of their quently, they were encouraged to post more
daily lives to these platforms. Among various statuses in English on their Facebook walls
age groups, university students are particularly (Amin et al., 2016).
avid users of social networking sites (Azizi et However, it’s essential to recognize that the
al., 2019). Notably, integrating social media acceptance of grammar Nazis varies. While
into English language teaching can significantly some users appreciate the assistance, others
enhance students’ writing, communication, vo- perceive it negatively. A study by Baladjay et al.
cabulary development, and reading skills (Ha- (2016) in the Philippines highlighted potential
mat & Abu Hassan, 2019). disadvantages. Less than half of the respond-
Facebook, as a prominent example of an ents believed that grammar Nazis would be
SNS, has become the go-to platform for univer- avoided, while more than two-thirds consid-
sity- aged youth. Its popularity has transformed ered them rude and “know-it-all” individuals.
it into an acceptable tool for educational pur- Additionally, some respondents believed that
poses. Specifically, Facebook facilitates online grammar Nazis might struggle in casual conver-
interactions among learners, making it condu- sations, leading to stress and a loss of respect.
cive to collaborative learning experiences (Al- Moreover, the role of grammar Nazis on so-
Dheleai & Tasir, 2017). Within Facebook, SNS cial networking sites like Facebook is multifac-
writing can be categorized into main posts eted, with both positive and negative implica-
(akin to diary entries) and comments/replies tions. Their corrective feedback can motivate
(shorter statements) (Bailey & Lee, 2020). Re- language learners, but it also raises questions
searchers emphasize that Facebook is not about social dynamics and communication eti-
merely a social networking platform; it also quette.
holds great potential for teaching and learning. The study leverages Culpeper's Impolite-
Students recognize its value beyond social in- ness Strategy to analyze students' perceptions
teraction, viewing it as a resource for academic of grammar naziness in Facebook discourse.
purposes (Jumaat & Zaidatun, 2016). Indeed, Culpeper's theory posits that language can be
Facebook has contributed to students’ English used strategically to be deliberately impolite,
proficiency and expanded their vocabulary which includes behaviors such as correcting
(Faryadi, 2017). others' grammatical errors in a way that may
Indeed, the phenomenon of “Grammar Na- be perceived as rude or intrusive. This frame-
ziness” on Facebook has attracted attention work provides a lens through which to examine
among language learners and users. Learners how grammar naziness manifests in online in-
of English often make grammatical errors in teractions and its impact on students' attitudes
their Facebook posts, which can be noticeable and perceptions.
to others who are proficient in the language. "Grammar Nazis" are individuals who rig-
These proficient users, often referred to as orously correct others' grammar mistakes, of-
“grammar Nazis,” take it upon themselves to ten on social media platforms like Facebook.
correct these errors (Amin et al., 2016). The in- Their behavior can be seen as either helpful or
intrusive. Research by Bolkan, Goodboy, and
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Griffin (2011) suggests that constructive feed- Chen and Zhao (2023) found that social me-
back can enhance learning, but overly critical dia platforms are spaces for social interaction
feedback can reduce motivation and increase and identity expression, and public corrections
anxiety, especially in public forums like Face- can negatively affect users' social identity and
book. participation. Reichelt, Håkansson, and Ehrling
Constructive feedback aids language learn- (2019) similarly noted that public feedback im-
ing by providing guidance just beyond the pacts learners' self-esteem and willingness to
learner's current abilities, as per Vygotsky's engage in language practice.
(1978) Zone of Proximal Development (ZPD). Studies by Karim and Nassaji (2020) and
However, the public nature of corrections on Lira Gonzales and Nassaji (2018) indicate that
Facebook can cause negative effects. Truscott learners' motivation can be significantly influ-
(1996) found that overly critical feedback can enced by the nature of feedback. Positive and
lead to fossilization, where learners resist constructive feedback enhances motivation,
change, and Krashen's (1982) Affective Filter while overly critical or public corrections can
Hypothesis posits that lead to embarrassment and decreased motiva-
negative emotions can hinder language ac- tion.
quisition. Public corrections can raise these af- Kang and Han's (2015) meta-analysis on
fective filters, reducing engagement. written corrective feedback suggests that sup-
Social media dynamics also affect feedback portive feedback is more effective than critical
impact. Osatuyi (2013) found that social media or mocking feedback. Johnson and Kay (2022)
is for social interaction and identity expression, highlighted that immediate and explicit correc-
and public corrections can damage social iden- tions on social media are often more effective
tity and participation. Reichelt, Håkansson, and than delayed or implicit ones, aligning with ear-
Ehrling (2013) noted that public feedback im- lier research on the benefits of real-time feed-
pacts self- esteem and engagement. back in language learning.
Balancing corrective feedback with positive Overall, while corrective feedback can en-
reinforcement is crucial. Ellis (2009) and Bitch- hance language learning when delivered con-
ener and Ferris (2012) highlight the im- structively, the public and often harsh nature of
portance of supportive and specific feedback. grammar corrections on Facebook can have
Johnson and Kay (2022) found that while con- negative effects, reducing learners' willingness
structive feedback on social media can benefit to engage and practice the language.
language learning, excessively critical or public The study sought to answer the following
corrections decrease motivation and increase questions: (1) How do students perceive the
anxiety. use of Facebook as a tool for language learning?
Additionally, Panova and Lyster (2002) (2) How does correcting students' grammar in
found that the type and timing of feedback (oral their Facebook posts affect their motivation for
vs. written, immediate vs. delayed) signifi- language learning? and (3) What recommenda-
cantly affect its effectiveness in language learn- tions can be provided for grammar teaching
ing. Hossein Nassaji and Eva Kartchava (2021) strategies that acknowledge the influence of so-
emphasized that social media can facilitate lan- cial media discourse?
guage learning through peer interaction and The objective of this study is to describe
feedback but noted that public corrections can students' attitudes toward learning grammar
lead to negative emotional responses, poten- on Facebook and to examine whether these stu-
tially demotivating learners. dents are motivated or demotivated to use the
Recent research by Liu and Wang (2021) on English language after receiving corrective
error correction in language learning suggests feedback from grammar enthusiasts for the
that overly critical feedback can lead to fossili- grammatical errors they have committed in
zation. Kim and Lee (2023) support Krashen's their English Facebook posts and statuses, and
Affective Filter Hypothesis, noting that nega- to provide recommendations for grammar
tive emotions like embarrassment or frustra- teaching strategies that acknowledge the influ-
tion can hinder language acquisition. ence of social media discourse.
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This study will contribute to the teaching The respondents are the students of the DE-
and learning process of English in the new nor- BESMSCAT – Cawayan Campus taking up Bach-
mal. The findings may contribute to the linguis- elor in Secondary Education – English. The in-
tic development of the English language. Identi- strument used to determine students' percep-
fying the motivating and demotivating factors tions of grammar naziness on Facebook, based
in learning English will help create policies to on the study by Amin et al. (2016), has been
promote effective approaches, methods, and tested for reliability and validity. This included
techniques for providing corrective feedback. a pilot study for reliability, content validation
The results of this study will determine by experts, construct validity through factor
whether corrective feedback from grammar en- analysis, and a comparison with other
thusiasts on Facebook motivates and improves measures to establish criterion validity.The
English language learning among students. first part of the of the questionnaire was about
Teachers will be able to use strategies that the students’ attitude on the use of Facebook in
best motivate their students to learn. If correc- Learning Grammar and the second part was on
tive feedback from grammar enthusiasts the students’ attitude on grammar naziness on
proves effective, teachers may incorporate this Facebook posts.
approach into their teaching strategies for Eng-
lish in the new normal. If not, teachers can ex- This study made use of descriptive design
plore other methods to aid students' learning. to describe a population, situation or phenom-
This study will raise consciousness and enon because it can answer what, when, where,
awareness about using correct English in Face- and how questions, but not why questions. This
book posts, as users will know that their gram- is quantitative research to quantify opinions,
mar is being scrutinized. Increased awareness attitudes, behaviors, and other defined varia-
of their errors will strengthen users' use of cor- bles with the goal to support or refute hypoth-
rect grammar in their posts. School administra- esis about a specific phenomenon and poten-
tors will be able to identify strategies to en- tially contextualize the results from the study
hance language policies and programs, ulti- sample in a wider population. The survey
mately supporting the teaching and learning of questionnaire was used using a 5-point Likert
the English language. scale. (4.50 –5.00 = Strongly Agree, 3.50 -4.49
= Agree, 2.50-3.49 = Neutral, 1.50- 2.49 = Dis-
Methods agree, 0.00 – 1.49 = Strongly Disagree). The
This study will be limited only to the atti- gathered data were then analyzed using fre-
tudes of the students on grammar naziness. quency and weighted mean.

Result and Discussion Statements

Table 1: Students’ Attitudes on the Use of someone’s English in his/her status on Facebook.
Facebook in Learning English Grammar 6. I think Facebook should provide a grammar checker to
help users correct their English in updating their statuses
on Facebook. Weighted Verbal
Statements
Mean
7. Learning English grammarInterpretation
on Facebook is more chal-
1. I don’t mind if people can see my grammar mistakes
lengingin when anybody
2.73 can comment about my grammar
Neutral
my Facebook status. mistakes.
2. I purposely update my Facebook status in English
8. I so that people to
prefer leave their comment
3.26 Neutral about my English
I can learn English when people correct it. in the comment section when I update my status in English.
3. I love to learn English grammar from my mistakes on Fa-discussing
9. I think English grammar
3.72 through Facebook is
Agree
cebook when people correct the mistakes. interesting.
4. I think other Facebook users can also learn English
10. Igram-
think all Facebook
4.40 users should help each other in
Agree
mar when they read the comment made by someone learningwhoEnglish grammar through Facebook.
corrects my English in the comment section. 11. I prefer people to correct my English grammar thor-
5. I think Facebook gives opportunity to anybody oughly
to correct
so that I can learn grammar.
2.88 Neutral

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Weighted Verbal
Statements
Mean Interpretation
Average Weighted Mean 3.51 Agree

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2.73, 3.26, and 2.88 respectively, received a on the value of corrective feedback. Johnson
verbal interpretation of "Neutral," while indica- and Kay (2022) highlighted that immediate and
tor 9, with a weighted mean of 2.08, was inter- explicit corrections are often more effective
preted as "Disagree." Conversely, seven indica- than delayed or implicit ones, supporting the
tors received a verbal interpretation of "Agree," positive responses to real-time corrections on
including indicators 3 (3.72), 4 (4.40), 6 (4.28), Facebook.
7 (3.88), 8 (3.56), 10 (3.88), and 11 (4.04). Zhou (2021) highlighted the dual role of so-
Notably, indicator 4, which states, “I think cial media platforms as tools for language skill
other Facebook users can also learn English development and intercultural communication.
grammar when they read the comment made Zhou's study noted that social media offers au-
by someone who corrects my English in the thentic input resources, less stressful practice
comment section,” received the highest mean spaces, and opportunities for intercultural
of 4.40, interpreted as "Agree." Conversely, in- communication, although distractions and
dicator 9, stating, “I think discussing English misinformation and ensure constructive feed-
grammar through Facebook is interesting,” had back.
the lowest mean of 2.08, interpreted as "Disa- Park and Kim (2020) explored the influence
gree." The average weighted mean of the table of social media on learners' motivation and
is 3.5, described as "Agree." anxiety levels. They discovered that while pos-
These findings align with research by Amin itive and supportive feedback on social media
et al. (2016), which indicated that the majority can boost learners' confidence and motivation,
of respondents welcomed corrective feedback overly critical or negative feedback, especially
from Facebook friends who acted as grammar in public settings, can increase anxiety and hin-
Nazis for grammatical errors in their English der learning. This finding aligns with the mixed
Facebook statuses. This suggests that while responses in your study regarding public cor-
there are mixed feelings about using Facebook rections on Facebook. Furthermore, Hwang et
for grammar discussions, overall, students find al. (2017) examined the impact of immediate
value in the corrective feedback provided. Re- versus delayed feedback in online language
search by Ellis (2009) and Bitchener and Ferris learning environments. Their research indi-
(2012) highlights the importance of feedback cated that immediate and explicit feedback on
that is supportive, specific, and constructive, social media is often more effective than de-
which significantly enhances language learn- layed feedback, as it helps learners correct er-
ing. However, Bolkan, Goodboy, and Griffin rors in real-time and reinforces learning. This
(2011) found that overly critical feedback can supports the positive responses to real-time
reduce motivation and increase anxiety, partic- corrections observed in your study.
ularly in public settings like Facebook, explain- For educators and language practitioners,
ing the neutral response to public grammar these findings suggest a need to balance correc-
corrections. Osatuyi (2013) emphasized that tive feedback with positive reinforcement, en-
social media platforms are spaces for social in- suring that feedback is delivered constructively
teraction and identity expression, and public and supportively, as supported by Kang and
corrections can negatively impact users' social Han's (2015) meta-analysis. The data indicate
identity and participation, which might explain that students generally perceive Facebook as a
the disagreement with finding Facebook gram- useful platform for learning English grammar,
mar discussions interesting. provided the feedback is constructive and sup-
Karim and Nassaji (2020) and Lira Gonzales portive. While there are concerns about the
and Nassaji (2018) indicated that learners' mo- public nature of corrections and the interest in
tivation is significantly influenced by the na- grammar discussions, the overall attitude is
ture of feedback, with positive and constructive positive. These findings are supported by exist-
feedback enhancing motivation, whereas ing research on corrective feedback, social me-
overly critical or public corrections can lead to dia dynamics, and language learning motiva-
embarrassment and decreased motivation.
This is consistent with the overall agreement
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 AV Alimonsurin, 2024 / Beyond Understanding of Student Attitudes Towards 'Grammar Naziness' in Facebook Discourse

tion, suggesting that with appropriate han-

dling, Facebook can be an effective tool for
grammar improvement.
Table 2. Students’ Attitudes on Grammar Naziness on Facebook Posts

Statements Weighted Verbal

Mean Interpretation
1. I like to be friends with people who always correct my 3.46 Neutral
grammar mistakes in my English statuses on Facebook
status
2. I feel motivated to practice my English on Facebook when 2.50 Disagree
people correct my English on Facebook.
3. When someone corrects my grammar in my Facebook status, 3.72 Agree
I feel they pay attention to my English, thus I feel motivated
to learn English.
4. I feel happy when I can learn more about grammar after 3.36 Neutral
someone corrects my mistake in my English status on Face-
book.
5. As a non-native speaker of English, making grammar mis- 4.88 Strongly Agree
takes in updating statuses in English on Facebook is part of
learning.
6. I feel motivated to check and study about grammar when 3.84 Agree
people correct my grammar mistakes in my English statuses on
Facebook.
Average Weighted Mean 3.78 Agree

Table 2 illustrates students' attitudes to- Facebook is part of learning,” received the high-
wards grammar naziness on Facebook posts. est mean of 4.88, indicating a "Strongly Agree"
Indicators 1 (3.46) and 4 (3.36) received a ver- response. This suggests a high level of ac-
bal interpretation of "Neutral," while indicators ceptance among students that making mistakes
3 (3.72) and 6 (3.84) received an interpreta- is a natural part of the learning process. This is
tion of "Agree." Indicator 2 (2.50) received an supported by Ellis (2009) and Bitchener and
interpretation of "Disagree," whereas indicator Ferris (2012), who emphasize that recognizing
5 (4.88) received an interpretation of "Strongly errors as a learning opportunity is crucial for
Agree." language acquisition.
Notably, indicator 2, which states, “I feel Furthermore, the neutral responses to indi-
motivated to practice my English on Facebook cators 1 and 4 suggest mixed feelings about the
when people correct my English on Facebook,” impact of grammar naziness. Indicator 1, “I feel
received the lowest weighted mean of 2.50, in- embarrassed when someone corrects my Eng-
dicating a "Disagree" response. This suggests lish on Facebook,” with a mean of 3.46, indi-
that public corrections may demotivate stu- cates that students have varied reactions to
dents rather than encourage them to engage public corrections, some feeling embarrassed
more in practicing their English. This finding while others may not. This aligns with findings
aligns with research by Bolkan, Goodboy, and by Osatuyi (2013), who noted that social media
Griffin (2011), which highlights that overly crit- interactions significantly influence users' emo-
ical feedback, especially in public settings, can tions and social identity. Similarly, indicator 4,
reduce motivation and increase anxiety. “I appreciate when people correct my English
In contrast, indicator 5, which states, “As a on Facebook,” with a mean of 3.36, shows that
non- native speaker of English, making gram- while some students appreciate corrections,
mar mistakes in updating statuses in English on others might find them intrusive.

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Indicator 3, “I believe that public correc- manuela Soehendro and Jumanto Jumanto's re-
tions help me improve my English,” with a search further supports the notion that millen-
mean of 3.72, indicates that many students rec- nials' English learning processes are influenced
ognize the potential learning benefits of public by grammar naziness. Kesia Rahelin's study on
corrections. This supports the findings of John- the influence of social media on grammar usage
son and Kay (2022), who highlighted the effec- also aligns with these findings, emphasizing the
tiveness of immediate and explicit corrections role of online interactions in shaping grammat-
in enhancing grammatical accuracy. Similarly, ical accuracy and attitudes.
indicator 6, “Public corrections make me more In summary, the data from Table 2 indicate
cautious about my grammar in future posts,” that students generally see value in public cor-
with a mean rections on Facebook, provided they are deliv-
of 3.84, suggests that public corrections ered constructively. While there are concerns
lead to increased attention to grammatical ac- about the potential for demotivation
curacy, aligning with Karim and Nassaji (2020), and embarrassment, the overall attitude is pos-
who found that positive, constructive feedback itive, suggesting that with appropriate han-
enhances motivation and attentiveness. dling, grammar naziness on Facebook can be an
The study by Kang and Han (2015) also sup- effective tool for improving grammatical accu-
ports these findings, indicating that feedback racy. These findings align with existing re-
perceived as supportive and constructive is search on corrective feedback, social media dy-
more effective than feedback perceived as crit- namics, and language learning motivation, em-
ical or mocking. The overall mixed but gener- phasizing the need for a balanced and support-
ally positive responses suggest that while stu- ive approach to public corrections.
dents recognize the benefits of corrective feed-
back on Facebook, the manner and context in Conclusion
which it is delivered are crucial. Public correc- Based on the findings of the study, the re-
tions can be beneficial if done constructively, searcher drew the following conclusions:
but they can also demotivate and embarrass 1. Student-respondents expressed a desire to
students if perceived as overly critical. be corrected or taught in the use of English
These findings are further supported by Liu grammar, but they do not want to discuss
and Wang (2021), who emphasize the im- correct grammar usage on Facebook due to
portance of the delivery method of corrective its large public audience.
feedback in second language learning. Public 2. While student-respondents have a positive
feedback can be effective if it is perceived as outlook on learning English grammar, they
supportive and aimed at helping the learner do not appreciate being corrected for their
improve. However, Krashen's (1982) Affective grammatical errors on Facebook.
Filter Hypothesis suggests that negative emo- 3. Facebook, as one of the social media plat-
tions, such as embarrassment or frustration, forms, can be effectively used to teach Eng-
can hinder language acquisition, highlighting lish grammar to students with the appropri-
the need for sensitivity in delivering public cor- ate reinforcement and feedback.
rections.
Additionally, the findings of the study are In view of the findings and conclusions, the
corroborated by several research articles. For following recommendations are given specifi-
instance, the study by Noraziah Mohd Amin et cally for language teachers:
al. (2016) on the practice of "grammar nazi- 1. Teaching grammar or providing corrective
ness" on Facebook highlights the impact of feedback on Facebook must be approached
such behavior on grammar learning motiva- carefully to ensure that students do not feel
tion. Retno Ayu Fitriani and Erna Iftanti (2021) ashamed or demotivated when posting
explored EFL learners' perceptions of grammar their statuses and comments in English.
naziness on social media, revealing similar atti- 2. Positive reinforcement and sensitivity
tudes towards public corrections. Eunike Im- should be prioritized when offering insights
on grammar correction on Facebook.
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3. The use of Facebook as a platform for teach- on students' motivation and anxiety in the
ing grammar must be carefully studied to classroom. Communication Education,
determine whether respondents are recep- 60(3), 299-314.
tive to corrective feedback. Bitchener, J., & Ferris, D. R. (2012). Written cor-
4. An orientation should be conducted for the rective feedback in second language acqui-
participants of the study to inform and pre- sition and writing. Routledge.
pare them that their Facebook posts will be Bailey, D. & Lee, Andrea. (2020). An explora-
observed for grammatical accuracy. tory study of Grammarly in the language
learning context: An analysis of test-
Acknowledgement based, textbook-based, and Facebook cor-
The researcher expresses his heartfelt grat- pora. 15. 4-27. https://www.re-
itude to everyone who supported this study. He searchgate.net/publication/343219497
extends special thanks to the participants for Baladjay, Mary Anne Mae et al. (2014). ‘The
their valuable insights, his mentors for their Thoughts Of Ab English Freshman Stu-
guidance, and his institution for providing the dents that They Are Perceived As A Gram-
resources necessary to complete the research. mar Nazi; Its impact On Their Confidence
Their encouragement and contributions have And Benefits’. Philipines. Faryadi, (2017)
been instrumental in the success of this work. Cambridge Handbook of Corrective Feedback
in Second Language Learning and Teach-
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IJMABER 5298 Volume 5 | Number 12 | December | 2024