PERCEPTIONS OF SOCIAL MEDIA USE IN ENGLISH LANGUAGE TEACHING AND LEARNING

Abstract

The present article explores the impact of social media applications on English language instruction in Pakistani universities. Employing a mixed-method approach within the Innovation Acceptance Model (IAT) framework, the study investigates the perspectives of ESL teachers and students. Interviews were conducted with six university-level teachers and six students to understand the influence of web-based entertainment on English language teaching and learning. The findings underscore the significant positive effects of social media apps on various aspects of education, offering insights for professionals, researchers, and policymakers in English language education. These platforms offer opportunities to enhance communication skills, both in written and spoken interactions, enabling users to practice and improve their language proficiency. Exposure to diverse forms of writing and speech on social media enhances reading and listening skills, helping users comprehend different writing styles and extract information from various sources. Social media apps also encourage innovative language features, fostering adaptability and creativity in language expression. Furthermore, they contribute to vocabulary and grammar improvement, exposing users to new words, phrases, and vocabulary associated with different themes thus providing a more intuitive understanding of grammar rules and usage. The study highlights the relevance of the Technology Acceptance Model (TAM) in understanding how ESL teachers and learners perceive social media app integration. Perceived usefulness and ease of use are key factors influencing attitudes and acceptance. Participants recognized benefits such as improved language skills, enhanced learning experiences, and increased motivation. The apps' usability allows for seamless integration into language classrooms, accommodating diverse student needs and learning styles. In conclusion, this research offers valuable insights into the impact of virtual entertainment applications on English language teaching and learning in Pakistan. It advocates for responsible integration to create engaging learning environments, supporting students' language development in the digital age, and informs best practices in language education.