2026· International Journal of Emerging Issues in Social Science, Arts, and Humanities· Vol 04, pp. 01-11· 0 citations
TL;DR
The findings show that social media supports personalized learning by allowing students to practice at their own pace and engage with content they prefer, and acts as a helpful resource that fills the gap left by classroom teaching.
Abstract
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.
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
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
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.
Katiara Katiara, M. Syahputra, S. Fahmi· PEDAGOGIC: Indonesian Journa...· 0 citations
The integration of social media into English language learning has created new opportunities for university students to practice speaking beyond the classroom. However, limited research has explored how Instagram is used to support English speaking practice in the Indonesian EFL higher education context. This study aimed to explore the use of Instagram for English speaking practice among Indonesian EFL university students. A descriptive qualitative case study was employed involving 10 fourth-semester students of the English Education Study Program at UIN Fatmawati Sukarno Bengkulu. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis. The findings revealed that students generally perceived Instagram as a valuable supplementary platform that supported pronunciation, vocabulary development, fluency, motivation, and speaking confidence. Students utilized Instagram features, particularly Reels, video recording, comments, and saved content, to facilitate independent speaking practice and self-reflection. Despite these benefits, they also encountered psychological, linguistic, technical, and behavioral challenges, including speaking anxiety, limited vocabulary, digital distractions, and inconsistent learning habits. The study concludes that Instagram can effectively support English-speaking practice when it is used purposefully and accompanied by self-regulated learning strategies. These findings provide practical insights for integrating social media into English language teaching in higher education.
This article examines students’ motivation in English Language Learning (ELL) with a particular attention to how motivation affects learners’ engagement with language forms, functions, and classroom communication practices in English as Foreign Language (EFL) context of Nepal. Following an interpretivist, qualitative paradigm, data were gathered through focus group discussions with fifteen secondary students and semi-structured in-depth-interviews with five English teachers in selected schools within Kathmandu Valley. Thematic analysis reveals that student motivation is primarily shaped by teacher behaviour, classroom environment, pedagogical strategies, and the perceived relevance of English to future goals. Students report higher motivation through supportive teacher–student relationships, interactive activities, and literature-based tasks, while lecture-based instruction, punitive responses to errors, and limited engaging resources contribute to demotivation. Interactive and literature-based activities enhanced not only motivation but also meaningful language use and communicative participation. Although teachers demonstrate theoretical awareness of effective motivational strategies, they report structural constraints arising from large class sizes, heavy workloads, and a rigid, exam-oriented curriculum. The findings highlight a clear gap between theoretical understanding of motivation and its practical classroom application. The article concludes that improving motivation in ELT requires a dual approach combining student-centred pedagogical practices with institutional reforms to address systemic challenges.
Anuska Bohara, Sarswoti Chand, G. Poudel· Gipan· 0 citations
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