<![CDATA[This study examines Facebook's use as a medium for English language exposure among junior high school students, aiming to identify practical approaches for quality 21st-century English Language Teaching (ELT). It addresses whether Facebook sustains instructional quality, supports teacher-student engagement and motivation, and improves learning outcomes. Using a descriptive qualitative design, data were gathered through structured interviews with four teachers and a Google Form survey of students at SMP Maniamas Ngabang, Indonesia, alongside a review of relevant literature. Findings show that technology-enhanced learning works best within blended learning environments that consider learners' needs and equip teachers with purposeful digital skills. Facebook shows promise as an initial vehicle for language exposure, though its effectiveness depends on sustained teacher guidance and ongoing professional development. The study recommends continuous teacher skill development and further research into contextually relevant approaches to English language teaching.]]>
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