Technology in general and social media in particular have influenced the way languages are learned in the last decades. In fact, blending technology with language instruction has been necessary during the Covid 19 pandemic so that teaching could continue thanks to digital environments. This article offers a proposal for integrating the social network Facebook into an English as a Foreign Language (EFL) classroom in tertiary education. The main objectives of this article are the following: To offer a pedagogical proposal so that students can develop written skills and grammar at the same time that they acquire social competences using Facebook. Once students had used Facebook during the teaching-learning process, it was considered important to know if students had benefited from this social network. In this sense, the second objective was to know students’ opinions about the use of Facebook and the main social competences that they have acquired while using this social network in the teaching-learning process. Every week, one group of students was in charge of posting the discussion topic and the questions based on the topic of the oral presentation in Facebook. The discussions in the Facebook environment were confined during the lessons and outside classroom time. The teacher revised students’ posts weakly and prepared a list with the main grammatical mistakes found in the posts. Next, the teacher revised the grammatical mistakes in the next grammar class and asked students to revise the grammar associated with them. Thus, the pedagogical proposal established a relationship between using Facebook to motivate students to write and to reflect on global social topics associated with the oral presentations they had to prepare every week. In this sense, writing was combined with other skills and with the revision of grammar at the same time that both contributed to promoting the acquisition of social competences. 
The methodology is mainly qualitative-descriptive although some quantitative data is offered with the results of a questionnaire students completed. The data were collected through students’ posts in the Facebook discussions and a questionnaire. The findings reveal the main grammar mistakes observed in students in the Facebook discussions and how Facebook is an appropriate social network for the participation of students in cooperative discussions on social topics and for the acquisition of social competences such as cooperation or communication. The results of the questionnaire show that students have a positive opinion about practicing the written skill in Facebook and they are aware that, apart from learning English, they also acquire social competences. 
Keywords: English Language online Teaching, Social Networks; Facebook Group; writing skill; social competences.

María Martínez Lirola is a Senior Lecturer of the Department of English at the University of Alicante, Spain and Research Fellow at the University of South Africa (UNISA). Her main areas of research are Critical Discourse Analysis, Systemic Functional Linguistics and Applied Linguistics. She has published extensively in international journals such as Discourse and Society, Critical Discourse Studies, Social Semiotics, Visual Communication, Signos, RESLA, etc. She has also published seven books and several books chapters in publishers such as Peter Lang, Cambridge Scholars Publishers, John Benjamins and Comares, among others. Dr. Martínez Lirola is the director of the research group “Critical Analysis of Multimodal Discourse” from 2010. She has been a visiting scholar in different universities all over the world.