Investigating the Use of Social Media in Learning English Among Senior High School Students
Abstract
This study investigated the use of social media in learning English among senior high school students in selected schools in Batuan District, focusing on preferred platforms for language practice, the effects of social media interaction on learner confidence, teachers’ pedagogical strategies, and implementation challenges. The study was anchored in Constructivism, Social Learning Theory, Community of Practice, Interactionist Theory, and the Input-Process-Output model. A mixed-methods design was employed using survey questionnaires, semi-structured interviews, and focus group discussions involving 354 senior high school students and approximately 20 English educators. Quantitative data were analyzed using frequency counts and percentages, while qualitative data were examined through thematic analysis. Findings showed that Facebook was the most preferred platform among students (45.20%), followed by YouTube (38.70%). Social media supported vocabulary, sentence construction, pronunciation, reading, speaking, communication, authentic language practice, engagement, collaboration, and learner confidence; however, anxiety, fear of judgment, and negative comparison were also reported. Teachers used accessible platforms such as Facebook and Messenger and incorporated visual and interactive content from YouTube and TikTok. Major challenges included limited internet connectivity, inadequate device access, insufficient digital skills, distraction, and unreliable information. The study concluded that social media can support English language learning when accessible platforms are appropriately integrated into instruction and recommended teacher professional development, improved technological access, complementary offline materials, media literacy training, and longitudinal research. The study aligns with SDG 4 (Quality Education), SDG 9 (Industry, Innovation and Infrastructure), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals) through its emphasis on digital learning, infrastructure, equitable access, and stakeholder cooperation. Its sustainability impact encompasses educational, technological, socio-economic, cultural, community, and institutional dimensions by supporting accessible, context-responsive, and sustainable technology-supported English education.