INFORMAL ENGLISH LEARNING THROUGH SOCIAL MEDIA: A SYSTEMATIC REVIEW

Abstract

The rapid growth of digital technology has been associated with shifts in the way English is learned, with social media becoming an increasingly popular platform for Informal Digital Learning of English (IDLE). Although many higher education learners use social media to support their language learning, existing literature provides mixed evidence regarding its effectiveness and educational value. This systematic literature review (SLR) synthesises 27 peer-reviewed studies published between 2020 and 2026, retrieved from the Scopus, Web of Science, and ERIC databases. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the review explores how social media is used to support English language learning, its contribution to language development, and the emerging issues identified in the literature. The findings are synthesised based on three research questions. For RQ 1, the review studies show that learners mainly use social media for vocabulary development through short-form content, utilise mobile-assisted language learning (MALL) for personalised learning, and develop motivation through activity participation in online communities. For RQ 2, vocabulary acquisition was the most reported outcome for language development contributions, followed by listening and speaking skills, through authentic audiovisual content and activities such as vlogging. For RQ 3, the review highlighted several emerging issues, including the tendency for passive consumption of online information as well as the growing need for Critical Digital Literacy (CDL) to help learners evaluate online content and utilise social media more effectively for learning purposes. Generally, social media can complement formal English learning, yet its success depends on purposeful use and appropriate pedagogical support.