The integration of Facebook into English as a Second Language (ESL) environment are prevalent in many higher institution settings, but not many focuses on the receptive skills of reading. This study examines university students' perceptions of Facebook for ESL reading activities. To accomplish this, three methods of data collection were employed; a questionnaire, an informal Facebook group (IFG), and interviews. The findings show that students with good reading ability undertook more reading activities on Facebook, perceived the highest development of language skills after using Facebook and had the most positive attitudes towards English language learning on Facebook compared to students with moderate and poor reading ability. The students saw the effectiveness of the IFG in ESL, but, participated more as silent readers and believed that a higher involvement from the moderator would further enhance ESL progress. They preferred to read non-academic content on Facebook, particularly creative productions like short stories and poems to further cultivate ESL reading habits, develop reading comprehension and boost reading interest.