The results indicate that social media can enrich language acquisition by delivering valuable experience, growing motivation, and helping autonomous learning, and reminds that social media can serve as an effective extra tool for enhancing English proficiency in an engaging way.
Abstract
This study explores the affects of social media as a platform for acquiring English from the perspective of Informal Digital Learning of English (IDLE). This study uses mixed-method designs with quantitative and qualitative approaches to the second semesters leaners of STMIK Pontianak, System Information program, consisted of 30 learners the academic year of 2024/2025.With the widespread and extensive use of platforms such as Instagram, Tiktok, YouTube, and other learning applications, learners are increasingly directed to real English content and real-time communication with vary people. This paper learns how social media influences to the development of language skills, including vocabulary, listening, speaking, and intercultural competence. It also investigates learners’ behaviors, motivations, and strategies when engaging with English content online. The results indicate that social media can enrich language acquisition by delivering valuable experience, growing motivation, and helping autonomous learning. However, weaknesses such as inconsistent language input, limited corrective feedback, and potential distractions are also undeniable. In general this study highlights the significance of IDLE in modern language learning and reminds that social media can serve as an effective extra tool for enhancing English proficiency in an engaging way.
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.
Della Chrystie, Setiani Bintang, E. Saputri· Fonologi: Jurnal Ilmuan Baha...· 0 citations
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
Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.
Xuelian Wan, Megat Aman Zahiri bin Megat Zakaria· SN Social Sciences· 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.
Zhang Xinyu, Chandra Mohan Vasudeva Panicker· International Journal of Eme...· 0 citations
The popularity of social media has altered the communication pattern of young people, particularly the students of Generation Z who are living in the digital world where internet usage is their daily routine. Communication in these online platforms tends to space out of typical written English by incorporating emojis, abbreviations, innovative spelling, different typography, and seamless blending of English and local languages. Although these linguistic creativities are typical of the telecommunication platforms like WhatsApp and Instagram, their intended meanings can be misinterpreted or perceived as reckless or as lack of language proficiency. This issue reveals an opportunity for further research on the communicative values and social meanings of digital languages. This research aims to determine the creative linguistic elements applied by Generation Z learners on social media, and to analyse the new trends in digital English. Qualitative content analysis was employed to document language as it is naturally found in the digital context. Information is gathered in the form of the screen shots of the actual online communication as captured in several social media platforms like Instagram and WhatsApp communication. The results indicate the Generation Z students employ creative features of language like emojis, abbreviations, stylised spelling and code-mixing language in deliberate and organised means. These practices are signs of flexibility, awareness, and good communicative competence in the digital spaces than indicators of poor language abilities. It was revealed that the creative uses of English language by Generation Z on social media are both purposeful and socially inclined. Emojis, stylistic variation, code-mixing, and the use of abbreviation act as extensions of emotion, expression of identity, and relationship expression, and not to be perceived as language deficiency. This online language emerges as a new English language variation which can be perceived as a strategic strength in social communication among Generation Z.
Siti Raihanah Mohd Shah, Erda Wati Bakar· Quantum Journal of Social Sc...· 0 citations
The rapid development of digital technology has transformed language learning by providing students with more interactive and engaging learning media. Among various social media platforms, TikTok has gained increasing attention as a potential educational tool due to its short-form video content and widespread popularity among adolescents. This study aimed to examine students' perceptions of the use of TikTok in vocabulary learning. Specifically, it investigated the extent to which TikTok contributes to vocabulary acquisition and retention, influences students' learning motivation, and identifies the challenges encountered when using the platform as a learning medium. A descriptive quantitative research design was employed involving 30 eleventh-grade students at SMA Negeri 7 Purworejo, Indonesia. Data were collected using a Likert-scale questionnaire distributed through Google Forms and analyzed using descriptive statistics, including mean scores and percentages. The findings revealed that students perceived TikTok as an effective medium for vocabulary learning because it enhanced their motivation and learning engagement compared with conventional teaching methods. However, several challenges were identified, including distractions from entertainment content and difficulties in finding relevant educational materials.
Muhammad Hafizh Rozan, Semi Sukarni, Sri Widodo· Journal of Educational Resea...· 0 citations