Minimizing Students’ Spelling Mistakes Through the Use of Facebook: a case Study of Second Baccalaureate efl learners at Abdurrahman Ennacer High School

4.3. Discussing the Findings 
The present study gives us, to some extent, and idea about Moroccan EFL learners’ perception of social 
media and its relationship with writing skills. The result of this study is going to be discussed in a 
descriptive statistical procedure to describe the data. 
Before starting the discussion of the results of the field work, it is worth to remind the reader of this paper of 
the research questions and hypothesis. The research questions are: 
- How can Facebook enhance Moroccan high school EFL learners in reducing their spelling 
mistakes? 
- What are the students’ attitudes of the engagement of their teacher on Facebook? 
- To what extent does Facebook contribute to the enhancement of Moroccans’ students’ writing 
skills? 
The results of the questionnaire show that 75% of the students prefer using Facebook than other social 
media in social which are less used by the participants. 47% of them use social media for playing games 
and communicating with family and others and they use it for playing online games and to communicate 
with family and/or friends while 28% are able to have access to information and play online games or 

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International Journal for Innovation Education and Research
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Vol:-8 No-08, 2020 
International Educative Research Foundation and Publisher © 2020 
pg. 308 
communicate with family and others. Furthermore, 86% of students spend more than one hour per day on 
social media, and 34% from 86% of students spend more than six hours per day on networking. This result 
shows that social media in general and Facebook in particular respond the students’ needs. 
Concerning the language preferred in using social media among participants, 20% of students prefer only 
French language while 37% use both French and Moroccan Dialect, which means that an important rate, 
57% of students use French language as a medium in social media. As far as English language is concerned, 
16% of the participants use both English and French languages. This shows that English language is less 
used by students in social media. 
This result drives the researcher to give an interpretation about the absence of students who were selected to 
be part of Spelling Mistakes Group. In spite of 92% of students claim that social media is useful in 
developing learner’s writing skills, and 91% of the participants say that they have already thought to join an 
English group to develop their writing skills; they really improved less communication between them and 
the researcher. Maybe English language which is less used by the participants on Facebook could be an 
obstacle that made students to not participate in the group. The results of the diagnostic test may give an 
interpretation to this query. 
Many of misspelled words that are committed by students are categorized in the four following types of 
spelling mistakes: Insertion, omission, substitution, and disordering. For example, in the sheet of the 
student (X): 
- He inserted the letter e to the word Class. 
- He omitted the letter d in the word enjoyed. 
- He substituted the letter i for e in the word interesting. 
- He disordered the two adjacent letters i and e in the word friendly (see appendix D). 
French language interference is the second most important cause of spelling mistakes for the majority of 
students. Words such as “delicious”, “mountain”, “restaurant”, “class”, and “picnic” were committed 
by students who got poor scoring. 
For example, the student (Y) wrote in his sheet the word “pleasant “as in French language “plaisant” (see 
appendix E). Whereas the students (Z) wrote the word “picnic” as in French language “pique-nique” (see 
appendix F). 
These types of spelling errors which are categorized in the four types of spelling mistakes and caused by 
French interference say that students who received poor scoring do not have more exposure to English; 
unlike students who got good scoring show that they have more exposure to English. In addition to that, the 
percentage of students who are above the average is approximately equal to the percentage of students who 
use English language in social networking while 82% of students who have serious problem in spelling 
mistakes got poor scoring (see the tables above 3 and 9). This convergence of the results drives the 
researcher to assume that spelling mistakes could be a barrier that leads students to not participate on