Learning a foreign language can be a daunting task which challenges students in several ways. Although students more readily identify anxiety as linked to speaking, all other language skills have been linked to Krashen’s affective filters. The present study sought to address these filters, with an emphasis on anxiety, by incorporating Facebook on mobile phones in the language classroom. A grounded action research method was adopted for the implementation as it enabled the researchers to alter their intervention, and provided a means to systematically analyze the data. A Facebook page and group were introduced to one single cohort of students in their French as a foreign language class. During three semesters, data were collected through online observations and interviews. A three-level coding scheme adhering to Strauss and Corbin’s grounded theory enabled the construction of models describing the implementation. Findings revealed that students positively evaluated the incorporation of Facebook in their language course. An assessment of reports linked to anxiety indicated a positive change over the course of the study. Besides reduced levels of anxiety, the use of Facebook was associated with increased self-confidence and motivation. The benefit of learning with friends in an online environment was connected to adaptive strategies leading to improved learning experiences. These findings are discussed in light of the use of a social networking site in a social constructivist perspective.