Abstract It is evident that teachers’ and students’ perceptions of interactions on Facebook directly relate to the utilization of Facebook regarding not only an interactional tool but also a learning and teaching environment. However, not many studies appeared on English as a foreign language (EFL) teachers’ interactions with their students on Facebook, specifically in the Turkish EFL context. This descriptive research aims to examine the level of EFL teachers’ interactions with their students on the social networking service, Facebook, along with the differences between certain variables and the utilization of Facebook as an interactional tool. The sample group consists of 146 EFL teachers who work at public schools in Turkey. A background questionnaire and a survey which contained 46 items to investigate the level of teachers’ interactions on Facebook and their perceptions of their students were administered to the sample group. The frequencies, mean scores and standard deviations were calculated. To analyze the relationship between certain variables and survey items, t-test and ANOVA were used. The results indicated that teachers preferred passive behaviors when interacting with their students on Facebook. Furthermore, they had the perception that their students preferred passive behaviors while interacting on Facebook as well. In addition, the findings showed that their interaction levels significantly differed in accordance with gender, school types, graduate degrees, and time spent on Facebook which consequently affected some items in the survey. The study suggests that EFL teachers should create a positive environment for interaction on Facebook to support their learners’ personal and academic development.

中文翻译：

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外语教师在 Facebook 上与学生的互动

摘要 很明显，教师和学生对 Facebook 互动的看法直接关系到 Facebook 的使用不仅是一种互动工具，而且是一种学习和教学环境。然而，关于英语作为外语 (EFL) 教师在 Facebook 上与学生互动的研究并不多，特别是在土耳其语 EFL 背景下。这项描述性研究旨在检查 EFL 教师与学生在社交网络服务 Facebook 上的互动水平，以及某些变量之间的差异以及 Facebook 作为互动工具的使用情况。样本组由 146 名在土耳其公立学校工作的 EFL 教师组成。对样本组进行了背景调查问卷和包含 46 个项目的调查，以调查教师在 Facebook 上的互动水平以及他们对学生的看法。计算频率、平均分和标准差。为了分析某些变量与调查项目之间的关系，使用了 t 检验和方差分析。结果表明，教师在 Facebook 上与学生互动时更喜欢被动行为。此外，他们认为学生在 Facebook 上互动时更喜欢被动行为。此外，调查结果显示，他们的互动水平因性别、学校类型、研究生学位和在 Facebook 上花费的时间而显着不同，从而影响了调查中的某些项目。