SOCIAL MEDIA IN ENGLISH LANGUAGE TEACHING AND LEARNING: A SYSTEMATIC LITERATURE REVIEW OF PEDAGOGICAL USES, BENEFITS, AND CHALLENGES

Autor/innen

  • Rahim Uddin Choudhury Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia
  • Md. Mokbul Hossain Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia
  • Mohammad Mazedul Huq Talukdar Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia
  • Mohamed Elboussairi Salih Elhaj Mohamed Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia

DOI:

https://doi.org/10.46827/ejel.v10i4.6452

Schlagwörter:

social media, English language teaching, digital literacy, communicative competence, EFL, learner motivation, collaborative learning

Abstract

Social media has become an integral feature of contemporary communication and is increasingly embedded in English language teaching and learning contexts. Its growing presence in educational settings has generated considerable interest among researchers and practitioners, yet its pedagogical value remains debated due to variations in instructional design, learner engagement, and contextual constraints. This article presents a systematic literature review examining the pedagogical uses, benefits, and challenges of social media in English language teaching and learning. Drawing on thirty peer-reviewed studies published between 2010 and 2025, the review synthesises research findings related to communicative competence, learner motivation, language skills development, digital literacy, affective factors, and emerging instructional practices. Relevant studies were identified through structured searches of academic databases and selected according to predefined inclusion and exclusion criteria. The literature was analysed thematically to identify recurring patterns and areas of convergence across diverse educational contexts. The findings indicate that social media can support vocabulary development, oral and written communication, learner autonomy, motivation, and collaborative learning by facilitating authentic interaction and flexible, learner-centred engagement beyond the classroom. At the same time, persistent challenges are reported, including learner distraction, unequal access to digital resources, exposure to informal or non-standard language, limited teacher preparedness, and potential social and psychological risks. Overall, the review suggests that social media represents a valuable but complex pedagogical resource whose effective integration into English language education requires informed instructional planning, sustained teacher training, and further longitudinal research to understand its long-term impact on language development better.

 

Article visualizations:

Hit counter

Autor/innen-Biografien

  • Rahim Uddin Choudhury, Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia

    Rahim Uddin Choudhury holds both a Bachelor’s and a Master’s degree in English Literature from the prestigious Aligarh Muslim University, India. He is currently a faculty member in the Department of Foreign Languages at Jazan University, Jazan, Saudi Arabia. With over 20 years of teaching experience, he has actively contributed to various academic committees and initiatives supporting EFL/ESL learners. His research interests include project-based learning (PBL), task-based language teaching (TBLT), language skills development, and contemporary approaches to language learning. He can be contacted at ruchoudhury8@gmail.com. ORCID iD: https://orcid.org/0009-0002-1034-749X.

  • Md. Mokbul Hossain, Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia

    Md. Mokbul Hossain is currently a faculty member in the Department of Foreign Languages at Jazan University, Jazan, Saudi Arabia. He has actively served on various academic committees within the department. His research interests include current issues in language teaching and testing, English for the media, English literature, teaching and learning strategies, and translation studies. He can be contacted at mokbul1_hossain@yahoo.com. ORCID iD: https://orcid.org/0009-0009-8717-5375.

  • Mohammad Mazedul Huq Talukdar, Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia

    Mohammad Mazedul Huq Talukdar holds a Master’s degree in English Literature and serves as a lecturer in the Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia. He is actively involved in the department’s quality, accreditation, and curriculum development initiatives. His research interests include post-colonial studies, curriculum development, and translation. He can be contacted at mmazedul@jazanu.edu.sa. ORCID iD: https://orcid.org/0009-0008-8399-9222.

  • Mohamed Elboussairi Salih Elhaj Mohamed, Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia

    Mohamed Elboussairi Salih Elhaj Mohmed Barkaoui is a Doctoral Researcher in Education (TEFL) and an innovative educator specializing in English Language Teaching. With a Master’s degree and over 15 years of lecturing experience across Sudan and Saudi Arabia, he expertly integrates technology and online teaching methods to enhance the classroom experience. He holds certifications in educational technology and actively utilizes e-learning tools, reflecting his commitment to making learning interactive, accessible, and enjoyable for students worldwide. He can be contacted at abubaraa999@gmail.com. ORCID iD: https://orcid.org/0009-0007-4153-3515.

Literaturhinweise

Al Jahrami, D. (2019). The impact of online discussions on the accuracy of the written output of Bahraini L2 university students. In S. Hidri (Ed.), English language teaching research in the Middle East and North Africa (pp. 637–666). Palgrave Macmillan. Retrieved from https://link.springer.com/book/10.1007/978-3-319-98533-6

Al Jahromi, D. (2020). A quantitative study of the perceived impact of social media networks on Bahraini users’ English language learning. Teaching English with Technology, 20(4), 23–40. Retrieved from https://files.eric.ed.gov/fulltext/EJ1271906.pdf

Alkamel, M. A. A., & Chouthaiwale, S. S. (2020). The use of social media in teaching English: A literature review. International Journal of Scientific and Research Publications, 10(3), 1–4. https://doi.org/10.29322/IJSRP.10.03.2020.p9986

Al Rahmi, A. M., Shamsuddin, A., Wahab, E., Al Rahmi, W. M., Alyoussef, I. Y., & Crawford, J. (2022). Social media use in higher education: Building a structural equation model for student satisfaction and performance. Frontiers in Public Health, 10, Article 1003007. https://doi.org/10.3389/fpubh.2022.1003007

Al-Senafi, B. (2024). EFL students’ use of online platforms for language learning: Academic and social interactions. World Journal of Education, 14(4), 1–13. https://doi.org/10.5430/wje.v14n4p1

Al-Shehri, A. (2017). Social networking and English language learning: Saudi university students’ perspectives. Journal of Education and Practice, 8(6), 63–69.

Crystal, D. (2011). Internet linguistics: A student's guide. Routledge. Retrieved from https://www.routledge.com/Internet-Linguistics-A-Student-Guide/Crystal/p/book/9780415602716

Dahdal, S. (2020). Using WhatsApp social media application for active learning. Journal of Educational Technology Systems, 49(2), 239–249. https://doi.org/10.1177/0047239520928307

Donnelly, E., Kuss, D. J., & Griffiths, M. D. (2021). The role of short-form video platforms in attention and memory processes. Journal of Behavioral Addictions, 10(4), 857–869. https://doi.org/10.1556/2006.2021.00074

Khalaf, A. M. (2023). The impact of social media on the mental health of adolescents. Journal of Adolescent Health, 72(4), 453–460. https://doi.org/10.1016/j.jadohealth.2023.01.012

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237–1245. https://doi.org/10.1016/j.chb.2010.03.024

Lee, L. (2014). Digital news discourse and second language learning. Language Learning & Technology, 18(3), 1–25.

Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503–528. https://doi.org/10.1111/jcal.12154

Muftah, M. (2024). Impact of social media on learning the English language during the COVID-19 pandemic. PSU Research Review, 8(1), 211–226. https://doi.org/10.1108/PRR-10-2021-0060

Nehe, B. M., Mualimah, E. N., Bastaman, W. W., Arini, I., & Purwantiningsih, S. (2023). Exploring English learners’ experiences of using mobile language learning applications. Jurnal Teknologi Pendidikan, 25(1), 76–90. https://doi.org/10.21009/jtp.v25i1.34883

Nixon, C. L. (2014). Current perspectives: The impact of cyberbullying on adolescent health. Adolescent Health, Medicine and Therapeutics, 5, 143–158. https://doi.org/10.2147/AHMT.S36456

Perez, E., Manca, S., & Fernández Pascual, R. (2023). A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective. Education and Information Technologies, 28, 11921–11950. https://doi.org/10.1007/s10639-023-11647-2

Pew Research Center. (2022). Teens and cyberbullying 2022. Retrieved from https://www.pewresearch.org

Pikhart, M., & Botezat, O. (2021). The impact of the use of social media on second language acquisition. Procedia Computer Science, 192, 1621–1628. https://doi.org/10.1016/j.procs.2021.09.186

Pilli, O., & Olga, P. (2014). Social networking sites in language learning. Procedia – Social and Behavioral Sciences, 147, 120–124.

Ransdell, S., Kent, B., Gaither, S., & Batson, J. (2021). Digital distractions in the classroom: Student classroom use of digital devices for non-class-related purposes. Journal of Computing in Higher Education, 33(1), 274–291. https://doi.org/10.1007/s12528-020-09264-4

Sabah, N. M. (2022). The impact of social media-based collaborative learning environments on students’ use outcomes in higher education. International Journal of Human–Computer Interaction, 39(4), 1–18. https://doi.org/10.1080/10447318.2022.2046921

Tahir, U., Shahzad, S., & Irshadullah, H. M. (2024). Role of social media in the development of research skills in students at the university level. Regional Lens, 3(1), 95–103. https://doi.org/10.62997/rl.2024.31043

Tantarangsee, C., Kosarussawadee, N., & Sukwises, A. (2017). The impact of social media on students’ time consumption outside the classroom. International Journal of Information and Education Technology, 7(10), 753–757. https://doi.org/10.18178/ijiet.2017.7.10.967

Thorne, S. (2010). The ‘intercultural turn’ and language learning in the crucible of new media. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0 for language and intercultural learning (pp. 139–164). Peter Lang. Retrieved from https://books.google.ro/books/about/Telecollaboration_2_0.html?id=M54SYaVquyAC&redir_esc=y

Tran, T. T. T., & Pham, T. T. (2022). Social media use for intercultural communication: Opportunities and challenges for EFL learners. Journal of Language and Intercultural Communication, 22(5), 567–583. https://doi.org/10.1080/14708477.2021.1970615

Van der Schuur, W. A., Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M. (2015).

The consequences of media multitasking for youth: A review.

Computers in Human Behavior, 53, 204–215. https://doi.org/10.1016/j.chb.2015.06.035

Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analysing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. https://doi.org/10.3102/0091732X09349791

Yunus, M. M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: Students’ perceptions. Journal of Education and Information Technologies, 1(6), 87–96. Retrieved from https://www.researchgate.net/publication/307639201_The_effectiveness_of_Facebook_groups_on_Teaching_and_Improving_Writing_Students'_perceptions

Downloads

Veröffentlicht

2025-12-30

Ausgabe

Bd. 10 Nr. 4 (2025)

Rubrik

Articles

Lizenz

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).