Exploring the Role of Social Media in Learning English at the Secondary School Level

Journal of the Faculty of Education Tripoli Exploring the Role of Social Media in Learning English at the Secondary School Level Hana Abdulsalam Meiteeg (English Department, Faculty of Education ,Tripoli University), Tripoli , Libya . [email protected] Article history Received: March, 2025 Accepted: May, 2025 . : . Exploring the Role of Social Media in Learning English at the Secondary School Level A B S T R A C T: The purpose of this study was to explore secondary school students' perceptions towards the role of social media for English learning. The study employed a questionnaire as the main data collection method. Statistical analyses were carried out to calculate the data from the questionnaire. The participants of the study were 40 secondary school students in Tripoli, Libya. The findings of the study showed that the students used social media for language learning and improving their English. The majority of the students (96%) had a Facebook account and chose Facebook as the most used social media for learning English. Further to that, the findings revealed that social media were particularly effective in helping learners overcome their language mistakes (mean = 3.95), making learning English easier and faster (mean = 3.95), and providing plentiful sources of i nformation for learning English (mean = 3.95). The findings also showed that social media helped improve students' writing skills (mean = 3.9), increased their confidence level to communicate using English (mean = 3.9), and reinforced their self-independen t learning (mean = 3.85). The study concluded that students had positive attitudes towards the use of social media to learn English. Finally, based on the findings, some key recommendations and suggestions were made. Keywords : Perceptions, English Learning, Social Media, Facebook, TitTok, Watsapp, YouTube. . Introduction: The vast technological innovation in science, technology, and media have changed the status of foreign language learning today, stressing the importance of engagement, interaction, and challenge for learning. Traditional Journal of the Faculty of Education Tripoli teaching methods which rely only on textbooks are no longer enough. The role of social media has become an integral part of our lives changing the way we communicate, share information, and build connections with others (Boyd & Ellison (2007). Social media has an instrumental role in learning English as it offers opportunities for English learners to improve their writing, reading, listening and speaking skills. Social media involves many media applications that can help language learners find out the meaning of a word or sentence faster and easier. Social media includes various online platforms which are accessible to language learners via electronic devices like smartphones, computers, and tablets, which enable them to share ideas and communicate more efficiently. There social media platforms like Facebook, YouTube, WatsApp, and Telegram have become powerful creative tools for language learning in the digital age. These platforms enable language learners to connect with others elsewhere worldwide (Sawyer & Chen, 2012). Social media can offer wide range of information to the customs and traditions of native speakers to foster linguistic competence and cultural understandings (Harrison & Thomas, 2009). Moreover, social media can involve videos that can enhance language listening and speaking skills by offering a useful resource for language learners. As stated by Kaplan and Haenlein (2010), the role of social media is to facilitate global communication, mutual intelligibility and awareness. Pavlik et al. (2015) stated that access to social media can make it an effective tool for information sharing among learners across the globe. While Facebook is often known for socializing and networking with others, it can also be used as an efficient tool for teaching and learning (Lohnes & Kinzer, 2007). In addition to that, with most students having mobile phones and other devices, Facebook can provide a more convenient platform for discussion activities, which allow learners to create groups, share information, and engage in online discussions. This virtual platform can help Journal of the Faculty of Education Tripoli learners to communicate effectively in a more interactive and stimulating learning experience. By using Facebook platform, students can practice their English skills in a non-intimidating and anonymous learning environment, which fosters their confidence and reduces their fear of making mistakes (Hoopingarner, 2009). Based on the background above, this study intends to explore students' perceptions towards the role of social media for EFL language learning. Therefore, by exploring the role of social media as a potential learning tool for learners as for the development of language skills, motivation, confidence, interest, encouragement, selflearning this study intends to challenge the common view that social media platforms are only assigned for socializing and not for academic learning purposes. Thus, this study attempts to investigate the role of social media in language learning, more specifically by examining the effect of the four main online communication platforms, namely, Facebook, WatsApp, YouTube, and Tik Tok, on English language learning. Objectives of the Study The following were the main objectives of the study: To explore the role of social media in English language learning at the secondary school level 2)To make implementable suggestions & recommendations for incorporating social media in English language education at the secondary school level Key Questions of the Study The following key questions were addressed in the study. ) What is the role of social media in English language learning at the secondary school level Journal of the Faculty of Education Tripoli 2) What implementable suggestions & recommendations the study make to include the role of social media in English language learning at the secondary school level ? II. LITERATUR REVIEW Social media refers to the online space environment where many people can share information, communicate and interact using a particular language. It consists of various digital and virtual platforms, networking sites, online forums, where language users convey meaning, express identity, and build relationships In this learning environment, social media can provide valuable opportunities for learners to interact and communicate using authentic materials with native speakers to practice their language skills in a more interactive way Social media as a language learning tool highlights the significance of using the digital text and context for language learning as how it can be utilized to enhance the language acquisition. Definition of Social Media Social media are defined as online platforms that help users to communicate and share information freely without time or space constraints. It consists of various online platforms, such as Facebook, WatsApp, Instagram, Twitter, Telegram, YouTube, and TikTok, etc. These online platforms are well known among learners due to their ease and accessibility which allows them to extend their languages kills beyond the classroom environment (Husain, 2014). Social media as a source of information can provide an efficient communication between teachers and students to enhance students' motivation and develop their language skills in online learning environments (Susilawati & Suprayitno, 2020). Online social media platforms can be a valuable resource of information for language learners, which offer them plentiful opportunities for information sharing, communication, and vocabulary development (Kajder & Bull, 2004). Social media allow learners to share their views, interact and build social relationships (Goodwin-Jones, 2003). This view is supported by the constructivist approach to language learning which emphasizes the importance of online platforms for language learning (Kern, 2006). The role of social media in English language learning is significantly great, which provides learners with opportunities to improve their writing, reading, and language performance (Kaplan & Haenlein, 2010). One of the key aspects that social media can provide is interaction for learners to engage with other social communities (Ferdig, 2007). Social Journal of the Faculty of Education Tripoli media is an online environment where digital technology can be used to allow users to communicate, share information and interact through online virtual platforms Role of Social Media in Language Learning When social media are used effectively, they can be highly instrumental for many purposes, such as, improving students' English language skills since online platforms can enhance students' language proficiency beyond classroom setting Social media plays a key role in language development and language learning. It offers English learners with opportunities to improve and develop their language skills. Social media allows teachers to access their online courses, provide their feedback, share their teaching materials. As a medium of instruction, social media is highly effective for enhancing English as a Foreign Language (EFL) class. Facebook as a social media in Language Learning Among the most popular social platforms is Facebook that has been studied in different contexts due its role in language learning and teaching. The importance of this is supported by Aydin and Selami (2012), who argue that social networking sites can allow users to develop and maintain social relationships based on shared interests. Other researchers including Boyd & Ellison (2007) defined social networking sites as web-based platforms which enable users to share public information, build connections with others, and access various features. On the top of these online social platforms is Facebook that provides a wide range of opportunities, including information sharing, messaging, media sharing, and group discussions, which makes Facebook a popular, accessible and ideal platform for educational purposes, particularly at the tertiary education level. Blattner & Fiori, (2009) stated that Facebook can enhance social relationships, build social communities, and foster educational communication and interaction among learners and teachers. Thus, through using Facebook, teachers can assign tasks and activities, give immediate feedback and correction, and ease interactive learning experiences. During the learning process, learners can also use Facebook to share information with their peers, access learning materials, and can participate in group discussions in a more interactive and communicative learning environment. Research has shown the role of Facebook in language learning resulted in enhancing students' engagement, increasing their interest Journal of the Faculty of Education Tripoli and motivation, and extending their learning beyond the classroom environment (Alhomod & Shafi, 2012). YouTube as a social media in Language Learning The role of YouTube has shifted from a mere entertainment platform to an effective tool for learning, which provides a wide range of educational videos and reels that allow learners to access to various learning needs. (Bora et al., 2021). YouTube as a potential learning tool is highly valuable due to its relevance, convenience and affordability, which makes it an attractive resource for language learners. Al Amini & Abdul Aziz, (2023) pointed out that by integrating YouTube into the teaching process, teachers can create an engaging atmosphere for learners by motivating their learners to actively participate in the learning process. Additionally, teachers can opt out for educational videos or links to enable students to access them at any time, which leads to flexible learning. TikTok as social media in Language Learning TikTok as a social media platform can allow users to create, edit, and share videos using various forms. It is a powerful tool for online learning due to its accessibility and convenience enabling learners to access it anywhere and anytime via a mobile learning platform. As stated by Hamsia, (2024), a social platform, like, TikTok has effectively enhanced students' English proficiency in speaking owing to the platform distinctive feature of engaging leaners in an interactive nature. Therefore, TikTok can be an effective tool for enhancing students' language skills, mainly speaking skills in EFL instruction, highlighting it as a powerful resource for language teachers. WatsApp as a social media in Language Learning Platforms, like WatsApp, is a popular mobile application that enables users to send and receive information from all types, including written texts, audios, videos, images. WatsApp supports with the Constructivist approach to language learning that learning is a social interaction and information sharing between learners. It is an efficient tool for language learning allowing learners to interact and communicate anywhere and anytime. Therefore, studies have shown that WatsApp can enhance the learners' language performance, particularly in enhancing English as Foreign Language (EFL) skills. (Mustafa, 2018). Journal of the Faculty of Education Tripoli A study was carried out by Vipin Sharma (2019) aimed to investigate Saudi students attitudes on social media usage to promote EFL learning revealed that students indicated their positive attitudes towards the use of social media and they felt more confident, less anxious, more competent, and more willing to communicate in English on social media. Another study was conducted by Nouf Alorain and Walcir Cardoso (2018) to investigate Saudi students attitudes towards the use of Social Media such as Instagram, Snapchat, Twitter, and WhatsApp showed that real differences were found among beginner and advanced learners in their attitudes about the effect of social media on language learning. Hence, despite all the differences and similarities of the study with previous research studies, this study aims to explore students' perceptions of using social media for EFL language learning. By investigating the potential role of social media as a learning tool in the development of students language skills, motivation, confidence, interest, encouragement, self-independent learning this research seeks to challenge the common notion that social networking sites are only suitable for socializing and not for academic purposes. This study explores the impact of social media on language learning, specifically examining the use of four prominent platforms: Facebook, WatsApp, YouTube, and Tik Tok, to gain a deeper understanding of their role in English language acquisition based on the following questions: II CHAPTER 3 Methodology Participants For the purpose of the study, the researcher used a sampling technique in choosing those respondents and how those may affect the research as a mean for checking validity In conducting this research study, the process of selecting the participants who took part in the research is very essential. 40 third year secondary school female students as the subjects of the study. Based on some considerations, the researcher had prior familiarity with the students as she did her teaching practices in the chosen school. Secondly, the students are social media users and have gadgets, therefore they have a good experience Journal of the Faculty of Education Tripoli in using social media for learning. Thirdly, the researcher recommended the final year students as she believes that the students would participate with the researcher cooperatively. Data collection Method This research is quantitative in nature with the aim of exploring the third-year secondary school students' perceptions towards the role of using social media for English language learning. The data collecting technique the researcher used to gather the data related to the focus of the research was a developed questionnaire based on the literature review on social media. In this study, the main instrument used for gaining data was a questionnaire as it was the most appropriate tool for data analysis. The result of the questionnaire collected from the participants was displayed descriptively to answer the research questions Students Questionnaire A questionnaire was used to collect data, consisting of closed-ended questions that represented participants' views. The questionnaire had two parts: demographic information and social media language usage, and the role of social media in learning English, including language skill development, motivation, and confidence. A Likert-scale format (20 items) was used, ranging from "Strongly Disagree" to "Strongly Agree". The questionnaire was adapted from previous studies (Sharma, 2019; Altam, 2020) and written in Arabic to ensure clarity and avoid bias. Research Procedure Before administering the questionnaire with the students, the researcher followed these steps to collect data first, the researcher prepared a questionnaire adapted from four relevant studies and the questionnaire verified by academic lecturers for its suitability and relevance and piloted with to 8 students This process ensured the questionnaire's validity and reliability for the study Data Analysis Data analysis involved using a five-point Likert scale to measure participants' responses, ranging from "strongly disagree" to "strongly agree". Descriptive statistics, Journal of the Faculty of Education Tripoli including means and standard deviations, were calculated to determine respondents' perceptions. Statistical analysis was used to analyze closed-ended questionnaire items, providing insights into students' attitudes towards the role of social media in learning English. Specific formulas were applied to calculate means and standard deviations for each question. The interpretation of the five-point scale of the questionnaire was as follow: Mean: ( fx) / f Standard Deviation: [( f(x - )^2) / f Where f = frequency x = value (1-5 = mean Therefore, only the highest percentages and the highest means with standard agreement about the role of social media in learning English. Part I :Students' Personal Information Personal information Number Percentage 1-Student gender A:Male B: Female 0 0% 40 100% 2-The ownership of Facebook account A:Yes B:No 36 96% 4 4% 3-The duration of Facebook usage A:Less than 9 months 2 5% Journal of the Faculty of Education Tripoli For language teachers 1. English language teachers should consider the key role of social media into English language learning curricula by integrating social media platforms to foster the traditional teaching methods and engage students in the learning process 2. language teachers should encourage students on how to be self-independent by offering them with resources and guidance to use social media for self-directed learning 3. language teachers should create social media-based tasks by creating activities that enhance students' language skills, such as online group discussions, peer work writing correction activities, and pronunciation drilling practice For language students 1. language students should work hard to make use of social media and look for more opportunities to enhance their language performance by regularly using social media platforms to practice their language skills, such as pronunciation, writing, reading, and speaking 2. language students should engage in online communities by participating in discussions with native speakers in order to communicate and interact with them in English 3. language students should set their goals and regularly check their progress for language skill improvement by using social media analytical tools On the whole, by implementing these recommendations, language teachers, language students can work together to enhance the key role of social media platforms for English language learning. Journal of the Faculty of Education Tripoli Conclusion This research aimed to understand how high school students view the use of social media for learning English. In this study, 40 students from Tripoli, Libya, took part by filling out a questionnaire. The researchers analyzed the collected data using different statistical techniques. The results indicated that students actively utilize social media to enhance their English proficiency, with Facebook being the top choice among platforms, as nearly all participants had accounts. Furthermore, the findings highlighted that social media is particularly effective in helping students correct grammar mistakes, making learning English simpler and more efficient. It also provides an abundance of resources for language learning. According to the students, social media fosters self-directed learning, improves their writing skills, and increases their confidence when speaking English. 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