THE INFLUENCE OF SOCIAL MEDIA ON ENGLISH LANGUAGE LEARNING AMONG UNIVERSITY STUDENTS

Abstract

Social Media has revolutionised the way University Students communicate with English in non-classroom environments. The study employs qualitative research design to investigate the effect of social media in English language learning among the University students. The study is based on one of two methods: semi-structured interviews conducted with 15 purposively selected participants who were asked about how platforms like YouTube, Instagram, TikTok, Twitter/X, and WhatsApp help increase vocabulary, writing speed, confidence in speaking, pronunciation, and communicative competence. Enhanced vocabulary acquisition, improved reading and writing practices, increased exposure to authentic language use, development of communicative confidence and the emergence of informal learning communities are the five main themes identified in the interview data, and have been identified by thematic analysis. Participants noted that they were self-confident that their English proficiency had improved, but that non-standard varieties of English were a problem, that they were distracted, and that they did not always engage in learning activities. The results indicate that the use of social media intentionally and critically is effective in supplementing the English language learning process. The study adds to the literature on TELL, and provides implications for English language teachers in university settings.