Jul 2026· Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris· Vol 4, pp. 42-52· 0 citations· 18 references
TL;DR
The findings reveal that social media contributes positively to English learning by improving vocabulary acquisition, speaking and listening skills, learner motivation, and opportunities for self-directed learning, and appropriate digital literacy practices are essential to maximize the educational benefits of social media while minimizing its potential drawbacks.
Abstract
The rapid development of digital technology has transformed English language learning by providing learners with access to authentic language exposure through social media platforms such as YouTube and TikTok. This study aims to explore the use of social media in English language learning and examine its positive and negative impacts on students’ language skill development. A qualitative descriptive approach was employed through a literature review of national and international studies published between 2024 and 2026. Data were analyzed using thematic analysis. The findings reveal that social media contributes positively to English learning by improving vocabulary acquisition, speaking and listening skills, learner motivation, and opportunities for self-directed learning. Authentic audiovisual content enables learners to engage with language in meaningful and flexible ways. However, several challenges were also identified, including the overuse of informal language, reduced learning concentration due to digital distractions, and decreased face-to-face interaction, which may affect students’ social communication skills. The study concludes that the effectiveness of social media in English language learning depends on the quality of content, the intensity of use, and guidance from teachers and parents. Therefore, appropriate digital literacy practices are essential to maximize the educational benefits of social media while minimizing its potential drawbacks.
This study aims to examine the preferences of undergraduate English students in Aceh in utilizing social media as a secondary learning resource in English learning. The study used a descriptive quantitative approach with data collection techniques through questionnaires distributed to English students from several universities in Aceh. Data were analyzed descriptively to identify the types of platforms used, the purposes of use, and students' perceptions of the benefits of social media in language learning. The results show that social media plays a significant role as a supplementary learning resource outside of formal classroom learning. The most frequently used platforms include WhatsApp, Instagram, TikTok, YouTube, Facebook, Telegram, and X, which are used for vocabulary development, listening and speaking practice, reading improvement, and writing skills. Students tend to choose platforms that are easily accessible, interactive, flexible, and provide authentic English content. These findings confirm that the use of social media encourages the development of digital literacy and student learning autonomy. This study provides an empirical contribution to the development of technology-based English learning strategies and serves as a reference for educators and educational institutions in integrating social media more effectively in the learning process.
Katiara Katiara, M. Syahputra, S. Fahmi· PEDAGOGIC: Indonesian Journa...· 0 citations
Social media has become an important learning resource that supports English language learning, particularly vocabulary mastery. However, previous studies have mainly focused on specific social media platforms or students’ perceptions, resulting in limited comprehensive understanding of the overall influence of social media on English vocabulary learning. Therefore, this study aimed to investigate the influence of social media on students’ English vocabulary mastery through a library research approach. This study employed a library research design by reviewing 22 relevant studies published between 2020 and 2026. The data were collected from journal articles accessed through Google Scholar and other academic databases. The selected studies were analyzed using qualitative content analysis by identifying recurring themes and synthesizing the findings. The results revealed that social media contributes positively to students’ English vocabulary mastery. Five major findings were identified. First, social media facilitates vocabulary acquisition by exposing students to authentic English-language content. Second, it improves students’ vocabulary mastery through engaging and contextualized learning experiences. Third, social media promotes autonomous vocabulary learning by encouraging self-directed learning strategies. Fourth, it increases students’ motivation and interest in learning English vocabulary through interactive and enjoyable content. Nevertheless, several challenges were identified, including distractions, exposure to informal language, misinformation, and concerns regarding content reliability. In conclusion, social media can serve as an effective supplementary learning tool for enhancing students’ English vocabulary mastery when used purposefully and critically.
Maria Kristin Silaen, Sanggam Siahaan· TOFEDU: The Future of Educat...· 0 citations
English speaking ability is a crucial skill in foreign language learning, yet many students still struggle to develop fluency and confidence. With today's technological advancements, social media has emerged as a potential tool to support more interactive and flexible language learning. This study aimed to investigate students' perceptions of the use of social media in improving their English speaking skills. A quantitative survey approach was used, involving 30 students at SMK N 1 Purworejo. Data were collected through a structured questionnaire and analyzed using descriptive statistics to obtain average scores for each indicator. The results showed that social media had a positive effect on students' confidence and comfort in speaking, with scores of 3.06 for both indicators. Furthermore, interactive features such as video calls, voice messages, and online discussions were considered effective in improving speaking fluency, with average scores ranging from 3.1 to 3.3. The results also indicated that students generally had positive perceptions of the use of social media in speaking learning, although some reported experiencing social pressure. This study highlights the potential of social media as an alternative tool to support the development of speaking skills through flexible and interactive learning. However, this study was limited by its small sample size and the use of self-reported data. Therefore, further research involving a larger population and incorporating data-driven assessments is recommended.
Dwi Wijayanti, Junaedi Setiyono, Ismawati Ike Nugraeni· Journal of Educational Resea...· 0 citations
This study aims to investigate teachers' perceptions of the use of digital media and audiovisual resources in online English language teaching. Given the rapid advancement of digital technologies and their increasing presence in contemporary educational settings, the study seeks to examine the benefits and challenges associated with integrating these tools into the teaching and learning process. The research adopted a qualitative approach, supported by a literature review and data collected through a questionnaire administered to English language teachers working in the Amazon region, particularly in rural and inland areas characterized by unique geographical conditions and significant connectivity challenges. The findings revealed that participants frequently incorporate videos, podcasts, educational applications, social media, and digital platforms into their teaching practices. Teachers identified the development of language skills, increased student interaction and engagement, greater learning flexibility, and access to authentic language materials as the primary benefits of using these digital resources. However, they also highlighted challenges related to internet connectivity, technological infrastructure, and the need for continuous teacher training to ensure the effective integration of digital technologies into educational practices. The study concludes that digital media and audiovisual resources are perceived as valuable tools for online English language teaching, fostering more dynamic and interactive learning environments. Nevertheless, overcoming existing infrastructural limitations remains essential to maximizing their educational potential.
Bárbara Macedo Martins, Suzy Chrystine Vasques Guedes, V. Weigel· Research, Society and Develo...· 0 citations
In exam-oriented schools, students often lack the chance to practice speaking English in a meaningful way; however, social media serves as a pivotal digital ecosystem where learners autonomously interact with the language. This study investigates how social media helps students develop their speaking skills in these exam-focused settings, with a focus on fluency, pronunciation, confidence, and exposure to diverse English styles. Using a mixed-methods approach, the study collected data through questionnaires and semi-structured interviews to explore the experiences of EFL students in Guangxi, China. The findings show that social media supports personalized learning by allowing students to practice at their own pace and engage with content they prefer. In particular, participants reported higher confidence and better pronunciation through repeated exposure and the imitation of various English accents. Ultimately, the study concludes that social media acts as a helpful resource that fills the gap left by classroom teaching, offering context-specific strategies to bridge the digital usage gap between urban and rural learners.
Xin-Yun Zhang, Chandra Mohan Vasudeva Panicker· International Journal of Eme...· 0 citations
This study investigated the contribution of social media to improving English communication skills among undergraduate students at Mount Kigali University. The study was motivated by the increasing use of social media among university students and to determine whether this usage contributes to measurable improvement in English communication skills. Through activities such as watching videos, listening to podcasts, reading posts, participating in discussion and exchanging messages, student can improve their English vocabularies, pronunciations, listening, writing and communication confidence. Social media therefore serves as interactive learning environment where students acquire language skills through observation and engagement. Communicative competence theory and constructivist learning theory guided this research. A convergent mixed methods approach employing a descriptive cross-sectional approach was adopted. The study population consisted of 92 final year undergraduate students from department of media and communications at Mount Kigali University. The study adopted a census approach for the quantitative survey, involving all members of target population to ensure comprehensive data collection, 15 participants were purposively selected for semi-structured interviews. Purposive sampling enabled the researcher to select participants with relevant knowledge and experience, thereby providing in depth insights that complemented the quantitative findings. Data were collected through structured questionnaires and interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed through thematically. The findings revealed that 78% of respondents used social media daily for approximately three to five hours on platforms such as YouTube, Facebook, Instagram, WhatsApp and TikTok. The results showed that social media positively contributed to vocabulary development, listening comprehension, pronunciation, writing fluency, and communication confidence. Communication self-confidence recorded highest mean score (M=4.18, SD=0.69), followed by vocabulary improvement (M=4.12, SD=0.74). However, 34% of participants reported occasionally using informal social media language in formal of academic writing, indicating a challenge related to negative language transfer. The study concluded that intentional and academic use of social media significantly enhances English communication skills among university students. It is recommended that higher education institutions integrate structured digital literacy and academic language guidance into language education programs to maximize the educational benefits of social media while minimizing the effects of informal language use.
David Mutuyimana, Joseph Njuguna, Festus Irungu· African Journal of Empirical...· 0 citations
