Jul 2026· PEDAGOGIC: Indonesian Journal of Science Education and Technology· 0 citations
TL;DR
The results show that social media plays a significant role as a supplementary learning resource outside of formal classroom learning and confirm that the use of social media encourages the development of digital literacy and student learning autonomy.
Abstract
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.
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
Speaking skills are a major challenge for Indonesian EFL students, often caused by teacher-centered methods and lack of interactive media. This leads to low participation and motivation in speaking activities. Game-based platforms like Wordwall present a promising alternative to create more engaging learning experiences. This research investigates the students’ perceptions of the use of Wordwall learning media in improving English speaking skills. The study employed a descriptive qualitative design involving 40 tenth-grade students at Vocational High School Nurul Islam who had previously used Wordwall in English speaking lessons. Data were collected through questionnaires and documentation and analyzed using the Miles and Huberman Interactive Model consisting of data collection, data reduction, data display, and conclusion drawing. The findings indicate that students generally have positive perceptions of Wordwall as a learning medium. Students perceived Wordwall as easy to use, attractive, and beneficial in supporting English learning activities. The platform helped students improve vocabulary mastery and pronunciation while increasing learning motivation and classroom participation. Nevertheless, its contribution to speaking fluency, grammatical accuracy, and speaking confidence was perceived as moderate. The findings suggest that Wordwall can serve as an effective supplementary learning medium for speaking instruction when integrated with communicative classroom activities and teacher guidance. This study contributes to the growing body of literature on game-based learning by providing insights into students’ perceptions and experiences regarding the implementation of Wordwall in Indonesian EFL classrooms.
Unknown authors· Jurnal Indonesia Sosial Sain...· 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
English proficiency has become an essential skill in the 21st century, necessitating effective learning strategies that provide meaningful exposure to authentic language use. Conventional learning methods based primarily on textbooks may not always provide sufficient opportunities for students to experience natural communication contexts. English-language movies, as authentic audiovisual media, offer potential support for language learning by presenting real conversations, pronunciation, vocabulary, cultural expressions, and communication situations. This study aims to explore senior high school students' perceptions of the role of English-language movies in English learning, including the benefits gained, challenges encountered, and students' views regarding their use as a learning medium. This research employed a qualitative approach with a descriptive design. The participants were six 10th-grade students from a senior high school in Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles, Huberman, and Saldaña interactive model, consisting of data reduction, data presentation, and conclusion verification. The findings reveal that English-language movies contribute to vocabulary development, listening comprehension, pronunciation improvement, speaking confidence, and increased learning motivation. However, students experienced difficulties related to fast-paced dialogue, accent variation, idioms, slang, and cultural references. To overcome these challenges, students utilized subtitles, replayed scenes, consulted dictionaries, and sought additional explanations. In conclusion, English-language movies are perceived as an effective supplementary medium for English learning, as they provide authentic language exposure and encourage more engaging and independent learning experiences
Ni Putu Wulan Dewayanti, L. Artini, I. P. Indra Kusuma· Jurnal Multidisiplin Indones...· 0 citations
ABSTRACT
In the digital era, technology plays an important role in supporting English language learning, particularly in developing speaking skills in EFL (English as a Foreign Language) contexts, where students have limited exposure to authentic communication. This study aimed to investigate students' perceptions and their use of YouTube in improving English speaking skills among students of the English Education Study Program at Universitas Islam Negeri Sumatera Utara (UINSU). The study employed a quantitative descriptive survey design involving 50 students from the 2023 cohort selected through purposive sampling. Data were collected using a Likert-scale questionnaire distributed via Google Forms and analyzed using descriptive statistics and the Pearson Product-Moment Correlation test. The findings revealed that students had positive perceptions of YouTube (M = 4.22), frequently used it for speaking practice (M = 4.08), and perceived improvements in their speaking skills (M = 3.96). Correlation analysis indicated significant positive relationships between students' perceptions and speaking skill improvement (r = 0.648; p < 0.001), as well as between YouTube use and speaking skill improvement (r = 0.732; p < 0.001). These findings provide additional empirical evidence on the relationship between students' perceptions, YouTube use, and speaking skill development in higher education EFL contexts. The study also highlights the potential of integrating YouTube as a complementary digital learning medium to enhance students' oral communication competence.
ABSTRAK
Pada era digital, teknologi memegang peranan penting dalam mendukung pembelajaran bahasa Inggris, khususnya pengembangan keterampilan berbicara pada konteks EFL (English as a Foreign Language), ketika mahasiswa memiliki keterbatasan paparan terhadap komunikasi autentik. Penelitian ini bertujuan menginvestigasi persepsi mahasiswa dan penggunaan YouTube dalam meningkatkan keterampilan berbicara bahasa Inggris pada mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas Islam Negeri Sumatera Utara (UINSU). Penelitian menggunakan desain survei deskriptif kuantitatif dengan sampel 50 mahasiswa angkatan 2023 yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan kuesioner skala Likert melalui Google Forms dan dianalisis menggunakan statistik deskriptif serta Korelasi Pearson Product-Moment. Hasil penelitian menunjukkan bahwa mahasiswa memiliki persepsi positif terhadap YouTube (M = 4,22), sering menggunakannya untuk latihan berbicara (M = 4,08), dan merasakan peningkatan keterampilan berbicara (M = 3,96). Analisis korelasi menunjukkan hubungan positif yang signifikan antara persepsi mahasiswa dan peningkatan keterampilan berbicara (r = 0,648; p < 0,001), serta antara penggunaan YouTube dan peningkatan keterampilan berbicara (r = 0,732; p < 0,001). Temuan ini memperkaya bukti empiris mengenai keterkaitan persepsi mahasiswa, penggunaan YouTube, dan peningkatan keterampilan berbicara pada konteks EFL di perguruan tinggi. Implikasi penelitian menegaskan bahwa YouTube layak diintegrasikan sebagai media pendukung pembelajaran berbicara untuk meningkatkan kompetensi komunikasi lisan mahasiswa.
D. Salsabila, Harshanda Rafika Putriana, Didik Santoso et al.· LANGUAGE Jurnal Inovasi Pend...· 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
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