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.
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
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
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
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.
Xin-Yun Zhang, Chandra Mohan Vasudeva Panicker· International Journal of Eme...· 0 citations
Language plays an important role in students' participation, learning, and sense of belonging in higher education. However, the dominance of English in academic settings may create challenges for students who prefer to express their ideas in Filipino. This study examined the relationship between epistemic injustice in Filipino language use and social inclusion among College of Education students at Bataan Peninsula State University (BPSU)–Balanga Campus. Specifically, it determined the extent of epistemic injustice, the level of social inclusion, the relationship between these variables, and the extent to which the dimensions of epistemic injustice predict social inclusion.
The study employed a quantitative descriptive-correlational research design. Data were collected from 189 College of Education students using a researcher-made questionnaire developed from relevant literature and theoretical frameworks. The instrument underwent four rounds of revisions and was independently validated by three experts to establish content validity before administration. The data were analyzed using weighted mean, Pearson Product-Moment Correlation Coefficient, and multiple linear regression analysis.
The findings revealed a low level of epistemic injustice (M = 2.47) and a high level of social inclusion (M = 3.20) among the respondents. No significant relationship was found between overall epistemic injustice and overall social inclusion (r = −0.098, p = .189). However, opportunities to use Filipino in academic discourse significantly predicted social inclusion (F = 4.310, p = .039, R² = .023). These findings suggest that while epistemic injustice is not a major determinant of students' overall social inclusion, providing greater opportunities to use Filipino in academic settings contributes to a more inclusive learning environment.
The study concludes that promoting inclusive language practices and recognizing both Filipino and English as valuable languages for academic communication can strengthen students' participation, sense of belonging, and overall social inclusion in higher education.
Kian H. Sanchez, Annleeh L. Jovero, Zennia Rose Ann C. Santos et al.· International journal of res...· 0 citations
The purpose of this study is to determine the students’ perceptions of the role of social media in developing communicative competence of senior high school students. Qualitative research method is used to conduct the research wherein a set of structured interview questions is asked to the senior high school students of Cuenca Senior High School in Cuenca, Batangas. The structured interview questions that are used in the research help in covering different aspects of the study, including the roles of social media in developing communicative competence of the students, how social media affects the communicative competence of the students, and proposed activities to engage other students to use social media. The results show that students perceived the role of social media as very important, effective, and useful in developing the communicative competence of the students, as it serves as a tool in expressing one’s idea. It gives access to videos that motivate the students to improve their communicative skills. It easily catches the attention of the students to listen and watch for them to be good communicators. It exercises the speaking skills of the students as they learn to imitate the way people speak on their gadgets. This study also shows how the role of social media affects the development of communicative competence of students, as it enhances the speaking skills and gives the learners the desire to study. Lastly, students also conduct varied activities to engage other students in developing their communicative competence using social media. These includes like making video about your desired topic, recording an English song, creating a documentary using English language, making a commercial, recording an English speech, recording a short drama with your classmates, actual conversation with your classmate about English topic using social media, phone interview about job application using English language, voice recording to check if the English words are properly pronounced, video recording of a talk show, radio announcement of the current news, recording a video of variety show, recording a video of TV news reports, creating blogs, recording a video of hosting a beauty pageant, and calling your friend, recording a video about game show and recording your conversation using English language. By integrating these approaches, senior high school students conclude that other students will be motivated to improve their communication skills.
Ma Leticia Jose Cabana-Basilan, Aisa R. Entimano· Journal of Contemporary Educ...· 0 citations
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