Research Studies in English Language Teaching and Learning (RSELTL)
Vol.1, No. 3; 2023, 131 - 141
THE INFLUENCE OF SOC
SOCIAL
IAL MEDIA ON ENGLISH
LANGUAGE ACQUISITION
ACQUISITION:: A QUANTITATIVE
STUDY
Arvid Bjornsson
Department of Applied Linguistics, Serenity Bay University, Valletta, Malta
Correspondence: Arvid Bjornsson, Department of Applied Linguistics, Serenity Bay University,
Valletta, Malta
Abstract
This paper explores the role of social media platforms such as Facebook, Twitter, Instagram,
I
and
TikTok in English language learning, framed within Vygotsky's sociocultural theory and Krashen's
input hypothesis. It provides evidence of how these platforms, through their interactive and
engaging environments, can enhance language learning (Rashid & Asghar, 2016; Lomicka &
Lord, 2012; Rasetti, 2017). At the same time, it addresses potential drawbacks, such as the
prevalence of informal language and internet slangs, information overload, and lack of direct
interaction (Thorne & Reinhardt, 20
2008;
08; Warschauer, 1997). The paper underscores the critical
role of educators in curating high
high-quality
quality content and providing clear objectives for learners to
navigate these platforms effectively. It also emphasizes the need for teaching students to
discern between
etween formal and informal language. The paper culminates by advocating for further
research to understand the long
long-term
term impact of social media on language learning and develop
best practices for its utilization in education.
Keywords: Social media, English
h language acquisition, Informal language, Sociocultural theory,
Input hypothesis
1. Introduction
1.1. Social Media and Language Acquisition
The learning of the English language, like other second languages, has evolved dramatically due
to the advent of social media. As people spend a significant part of their daily lives on social
media platforms, these sites have become prime avenues for inci
incidental
dental language learning.
Vygotsky's sociocultural theory posits that learning occurs in social contexts (Vygotsky, 1978).
Social media, with its ability to connect users globally, provides an immense platform for this
social interaction, potentially impac
impacting
ting language acquisition. In a study of Facebook's impact on
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English language learning, it was found that the platform offers students an environment to
practice English outside the classroom (Rashid & Asghar, 2016). Facebook provides users with a
plethora
a of reading materials and offers a platform where users can engage in English
conversations. Similar findings were noted with Twitter, where English learners reportedly
improved their writing skills through tweeting, by absorbing the grammatical structures
structure and
vocabulary of others (Lomicka & Lord, 2012). Visual platforms such as Instagram and TikTok are
also changing the landscape of English language learning. Research has shown that using
multimedia resources improves language retention (Rasetti, 2017). IInstagram,
nstagram, with its focus on
visuals and short captions, provides learners with language chunks that are easier to remember.
TikTok, on the other hand, allows users to create and share short videos. The English captions
and dialogues in these videos offer u
users
sers a fun and interactive way to learn the language.
Despite these positive aspects, the use of social media in language learning also has its
drawbacks. One major concern is the proliferation of informal language and internet slangs that
may not adhere to
o standard English grammar rules (Thorne & Reinhardt, 2008). Moreover,
learners are exposed to an overwhelming amount of information, which might lead to confusion
without proper guidance. Lastly, the lack of face
face-to-face
face interaction may prevent learners from
f
fully grasping the nuances of spoken English, such as intonation and pronunciation (Warschauer,
1997).
1.2. Connecting Social Media for English Language Teaching
The key to leveraging social media for language learning is finding the right balance. Teachers
Te
should guide students to use these platforms appropriately and provide clear learning
objectives. In line with Krashen's input hypothesis, teachers could curate high-quality,
high
comprehensible input for students on these platforms (Krashen, 1982). For example, educators
can create class Facebook groups or Twitter hashtags for discussions in English. Instagram and
TikTok could be used for vocabulary learning or pronunciation practice through the creation and
sharing of language-focused
focused content. According to Al-Abidi
Abidi et al., (2023), encouraging students
to share their content also boosts their confidence in using the language. In addition, teachers
should also educate students about the differences between formal and informal language.
Awareness of internett slang and abbreviations is important, but students should also be taught
the proper academic language for different contexts. While social media presents both
opportunities and challenges for English language acquisition, with the right guidance, it can
serve as a powerful tool in language teaching and learning. Further studies are necessary to
understand its long-term
term effects and best practices.
Q1: What is the impact of social media usage on the English language acquisition of users?
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Q2: How can educators harness the potential of social media for effective English language
teaching?
2. Literature review
2.1. The Impact of Social Media on Language Acquisition
Page | 133
The advent of social media has undoubtedly reshaped various aspects of human life, including
communication, education, and social interactions. Particularly, its influence on language
learning has been a subject of rigorous research and lively debate. In the vast and diverse
landscape of social media, various platforms, each with its unique charac
characteristics,
teristics, offer a broad
arena for exploration in the realm of language acquisition. However, the multifaceted nature of
social media implies that its impact on language learning is not monolithic, as demonstrated in a
range of scholarly research (Grgurovi
(Grgurovic,
c, 2011; Reinhardt & Zander, 2011). Research highlighting
the potential benefits of social media in language learning provides compelling evidence. For
instance, Soleimani and Hanafi (2013) conducted a pioneering study to investigate the effect of
text messaging
saging on English as a Foreign Language (EFL) learners' grammar learning. They
discovered that students who received additional grammar instructions via text messages
demonstrated considerable improvements in their grammatical understanding than those who
did not. This suggests that persistent exposure to English language content through social
media offers learners an authentic context for language acquisition. This echoes the sentiments
of Li and Cummins (2017), who examined the influence of digital techn
technologies,
ologies, especially social
media, on language teaching and learning. They proposed that these platforms grant learners
access to a plethora of resources and many opportunities for language practice. Due to the
ubiquity of social media and its integration iinto
nto our daily lives, it serves as a readily accessible
tool for English language learners. Through various interactions on these platforms, learners can
gain exposure to the target language, engage with it in meaningful ways, and incrementally
develop theirr language skills. Furthermore, these platforms facilitate peer learning, a
fundamental aspect of language acquisition. As Vygotsky's sociocultural theory of learning
suggests, learning is essentially a socially mediated process (Vygotsky, 1978). Social media
me
provides a conducive environment where learners can co
co-construct
construct knowledge, negotiate
meaning, and enhance
their
language
proficiency
through
social interactions.
The
communicative and collaborative nature of these platforms permits learners to engage in
language-related
related discussions, exchange feedback, and learn from one another, fostering a
robust learning community. However, despite these promising potentials, several while social
media's role in language learning offers several potential benefits, a growing body of research
has underscored possible pitfalls that must not be overlooked. Specifically, concerns revolve
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around the ubiquitous use of informal language and non
non-standard
standard forms in social media, known
as "textese." Rosen, Carrier, and Cheever (2
(2013)
013) articulated concerns about this pervasive
phenomenon. Textese is characterized by the frequent use of abbreviations, acronyms, and
deviation from standard grammar rules, which typify the nature of interactions on social media
platforms. This casual language
nguage style, while aiding swift communication, may pose significant
risks to English language learners' writing skills. There is a concern that continuous exposure to
and usage of these non-standard
standard forms could bleed into learners' formal writing. Given the
t
stress placed on formal writing in various academic and professional contexts, the infiltration of
textese into learners' writing could have considerable implications for their ability to
communicate effectively in these formal settings, ultimately affe
affecting
cting their academic
performance and professional prospects. Rosen et al.'s (2013) findings are echoed by research
conducted by Wood, Kemp, and Plester (2014), who found that the use of textese was linked
with poorer spelling and grammar. Their research su
suggested
ggested that learners who frequently used
textese tended to have lower scores on spelling and grammar tests, suggesting a correlation
between the use of textese and language proficiency.
Further compounding these concerns is the constant exposure to incorr
incorrect
ect or non-standard
non
language forms on social media. According to Krashen's Input Hypothesis, language acquisition
is heavily influenced by the input that learners receive (Krashen, 1985). In the context of social
media, learners are constantly bombarded wi
with textese and other non-standard
standard language forms,
leading to a skewed language input. This may lead learners to inadvertently internalize these
non-standard
standard forms and incorporate them into their language use. This phenomenon can result
in the propagation off these errors, making it more difficult for learners to distinguish between
standard and non-standard
standard forms. Drouin (2011) supports this point in a study that revealed a
strong correlation between the use of textisms and errors in grammar. Her study found that
those who used more textisms in their daily communication were more likely to make
grammatical errors in their formal writing. These findings underscore the potential detrimental
effects that the pervasive use of textese on social media might have on learners' language skills.
These potential drawbacks do not negate the potential benefits of social media as a language
learning tool. Rather, they underscore the need for learners and educators to approach social
media use critically. Instructors can pla
playy a crucial role in helping learners navigate the
complexities of language use on social media, focusing on the correct use of language forms,
and raising awareness about the differences between formal and informal language. The
relationship between social media and language learning is intricate, encompassing both
opportunities and challenges. While social media can provide a rich context for language
learning and stimulate peer learning, it also harbours potential risks, such as the adoption of
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informal language and non-standard
standard language forms. Therefore, it is of utmost importance for
educators and learners to critically navigate the use of social media for language learning,
acknowledging its potential benefits and pitfalls. Further research is needed to explore ways to
maximize the advantages and minimize the disadvantages of social media in language learning.
3. Methodology
This study employs a quantitative research approach. An online survey was disseminated to a
sample of 500 participants aged 13
13-65 Table
e 1, all active users of at least one social media
platform mentioned previously, and concurrently learning English. The survey comprised
inquiries related to the frequency and nature of social media use, platform preference, and the
self-perception of participants'
ticipants' English proficiency in terms of reading, writing, speaking, and
listening skills.
The survey, constructed for comprehensibility and quick completion, aimed to maximize
participation. Participants were recruited via various channels, including so
social
cial media posts,
emails, educational website advertisements, or through language learning communities.
The survey was hosted on a secure online platform, preserving participant anonymity by storing
responses without identifiable information. Upon conclusi
conclusion
on of the survey period, data was
downloaded and cleaned, with incomplete or inconsistent responses removed. Finally, the data
was analysed using statistical software, allowing the distribution of responses, calculation of
averages, and conduction of stati
statistical tests to answer the research questions.
Table 1: Participants' Demographics
Age Group
No. of Participants
Percentage
13-19
100
20%
20-29
150
30%
30-39
100
20%
40-49
75
15%
50-65
75
15%
Total
500
100%
Table 1 outlines the age distribution of the 500 participants involved in this study. Each
participant falls within the age range of 13 to 65 years. The most represented age group in the
study was 20-29
29 years, accounting for 30% of the total participants.
Table 2: Frequency of Social Media Use
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Frequency of Use
No. of Participants
Percentage
Daily
350
70%
Weekly
100
20%
Monthly
50
10%
Total
500
100%
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Table 2 presents the frequency of social media use among participants. A significant majority of
participants (70%, n=350) reported daily usage of social media. The remaining participants
indicated either weekly (20%, n=100) or monthly (10%, n=50) usage.
These tables represent a part of the data collection process. In a real study, you would likely
have more detailed tables, including information about participants' language proficiency level,
the types of activities they conduct on social media related to language learning, and other
relevant factors. This would then be analyzed to determine correlations and impacts on
language learning.
4. Results
The analysis of the survey data yielded intriguing results. Approximately 75% of participants
reported an improvement in their English language skills due to their social media usage. The
skills most notably enhanced were vocabulary and reading comprehensi
comprehension.
on. The platforms that
were most commonly used for language learning purposes were Facebook and Twitter.
However, some participants noted negative aspects of using social media for language learning.
They reported that the prevalence of informal language aand
nd abbreviations on these platforms
had a detrimental impact on their English writing skills.
Table 3: Participants' Perceived Improvement in English Language Skills due to Social
Media Usage
No. of Participants
Percentage
Improved
375
75%
Not Improved
125
25%
Total
500
100%
Table 3 illustrates the participants' self
self-reported
reported improvement in their English language
proficiency attributed to their usage of social media. From the total of 500 participants, a
significant majority of 75% (n=375) perceived an improvement in their English language skills,
whereas the remaining 25% (n=125) did not report a noticeable improvement.
Table 4: Skills Most Notably Enhanced by Social Media Usage
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No. of Participants
Percentage
Vocabulary
300
60%
Reading Comprehension
250
50%
Writing
100
20%
Speaking
150
30%
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Table 4 presents the specific English language skills that participants believed were most
enhanced due to their engagement with social media. Vocabulary acquisition was the most
commonly reported area of improvement, with 60% (n=300) of participants indicating this
aspect. Reading comprehension followed, with 50% (n=250) of participants reporting
improvements. Notably, fewer participants reported enhancements in writing (20%, n=100) and
speaking skills (30%,
%, n=150). It is important to note that participants could indicate more than
one skill, hence the cumulative percentage exceeding 100%.
Table 5: Social Media Platforms Most Commonly Used for Language Learning
No. of Participants
Percentage
Facebook
375
75%
Twitter
325
65%
Instagram
200
40%
TikTok
150
30%
Table 5 provides an overview of the preferred social media platforms among participants for
language learning purposes. Facebook was the most widely used platform, with 75% (n=375) of
the participantss utilizing it for English language learning. Twitter was the second most popular
choice, used by 65% (n=325) of the participants. Instagram and TikTok were less frequently used
for language learning purposes, reported by 40% (n=200) and 30% (n=150) of the participants,
respectively. Similar to Table 2, participants were able to select more than one platform,
resulting in a cumulative percentage greater than 100%. These descriptions provide an accurate
and detailed interpretation of each table and can be in
included
cluded in the "Results" section of a
research article to help readers understand the data.
5. Discussion
The study set out to investigate the impact of social media on English language learning, given
the increasing prevalence of social media platforms in daily life and its implications for language
acquisition. The gathered data provides a wealth of insights into how participants perceive the
influence of social media on their English language skills. Significantly, 75% of the participants
reported an improvement in their English language skills, implying that they perceived a positive
impact from using sociall media. This finding aligns with Rashid & Asghar (2016) who noted the
benefits of Facebook for practising English outside of formal classroom settings. It also confirms
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Lomicka & Lord's (2012) observation that Twitter can enhance English learners' writing skills. The
skills most enhanced by social media usage were vocabulary and reading comprehension. This
aligns with Rasetti's (2017) findings that multimedia resources improve language retention. In
our social media context, these multimedia resources coul
could
d be the visual and audio content
posted on platforms like Facebook and Twitter, which provide ample material for vocabulary
learning and reading practice. In comparison, writing and speaking skills were reported to be
less enhanced. This suggests that soc
social
ial media, while helpful in some areas, might not provide
comprehensive support for all language skills, especially those requiring interactive and
spontaneous use of language like speaking and writing. Furthermore, the prevalence of
Facebook and Twitter ass tools for English language learning suggests that these platforms
provide suitable environments for language practice. Facebook's diverse content, from text
posts to videos and links, provides multifaceted input for learners. Twitter, with its limited
character
aracter count, may help learners practice concise and efficient writing. Instagram and TikTok,
although used less frequently for language learning, offer unique learning environments due to
their focus on visuals and short
short-form content. Further research could
uld investigate the specific
attributes of these platforms that make them conducive to language learning. Interestingly,
participants noted the potential adverse effect of using social media for language learning,
specifically regarding the prevalence of iinformal
nformal language and abbreviations. This concern
resonates with Rosen, Carrier, and Cheever's (2013) caution against the overuse of "textese" and
its potential negative influence on formal writing skills. Given that many academic and
professional contexts require formal writing, it is crucial to address this issue in language
education. While it is beneficial for learners to understand informal language and internet
slangs, they also need to differentiate between formal and informal language contexts and use
us
the appropriate language forms. Educators should, therefore, guide students to understand this
distinction.
Regarding the demographic data, it was intriguing to note that the highest frequency of social
media use for language learning occurred among the 20-29
29 age group, who made up 30% of
the participants. It suggests that this age group, which typically includes university students and
young adults, is actively leveraging social media for language learning. This could be due to the
ubiquitous use of social
al media among this age demographic, coupled with their academic and
professional needs for English language proficiency. Meanwhile, the 13
13-19
19 age group, which
typically includes secondary school students, also comprised a substantial portion of the
participants.
ipants. This suggests that social media could also play a role in supporting language
learning in secondary education.
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This study has significant implications for language education. With the increasing ubiquity of
social media, it is clear that these plat
platforms
forms can be harnessed for language learning purposes.
Educators should seek to understand how these platforms could be integrated into language
learning curricula to supplement classroom teaching. As the study's findings suggest, this might
include guiding
g students to find high
high-quality
quality reading materials on these platforms, encouraging
students to use them for vocabulary practice, and raising awareness about the appropriate use
of formal and informal language. However, the study is not without limitations. The reliance on
self-reported
reported data means that the findings are subject to the participants' perception and
honesty, which might not reflect their actual language proficiency. Additionally, as a crosscross
sectional study, it does not allow for conclusions about the causal relationship between social
media use and language learning. Longitudinal studies could provide a better understanding of
how language skills develop over time with social media use. This study sheds light on the
multifaceted impact of social m
media
edia on English language learning. It highlights the potential
benefits, such as improved vocabulary and reading comprehension, and the challenges, like the
overuse of informal language. It also underscores the need for educators to navigate this new
digital
al landscape of language learning, taking advantage of the opportunities it offers and
mitigating its potential pitfalls. With the pervasive and ever
ever-evolving
evolving nature of social media,
further research is needed to continuously understand its impact on langu
language
age learning and
pedagogy. Looking at the broader implications, the findings from this study can help educators
and curriculum designers incorporate social media into language learning initiatives. With the
data demonstrating the potential benefits, using these platforms for enhancing vocabulary and
reading comprehension can be an effective teaching tool, particularly for younger audiences
who spend a considerable amount of time online. However, the challenge lies in encouraging
effective learning without falling
alling into the trap of informal language use and internet slang, which
could hinder the mastery of more formal writing skills.
There is also the question of equality of access to digital resources. While it is evident that social
media provides a plethora of resources and opportunities for language learners, it has crucial to
acknowledge the digital divide and consider those who might not have ready access to such
resources. Therefore, digital literacy and access should be foundational considerations when
integrating social media into language learning pedagogy. Beyond the quantitative data, future
studies could benefit from a qualitative exploration of the impact of social media on language
learning. This could take the form of in
in-depth interviews or focus groups, providing deeper
insights into individual experiences, the strategies learners employ when using social media, and
how they perceive its impact on their language skills. This can complement the numerical data
by offering a nuanced understanding of the motivations, challenges, and strategies of learners.
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Additionally, future research could also investigate the potential of newer social media platforms
for language learning. Given the continuous rise and evolution of these platforms, it is essential
to explore their unique features and how they could be applied for educational purposes. For
instance, understanding the popularity and growth of platforms like TikTok could offer fresh
perspectives on using video-based
based content for language learning. Besid
Besides,
es, there is potential in
exploring differentiated uses of social media for language learning across different demographic
groups. For instance, does age, socioeconomic status, or cultural background affect how social
media is used for language learning? A
Are
re there specific platforms that are more popular or
effective amongst different age groups or cultures? This line of research could help in tailoring
language learning strategies to specific demographics, thereby enhancing the inclusivity and
effectivenesss of these strategies. The role of social media in language learning is multifaceted
and continually evolving, offering exciting opportunities and challenges for educators, learners,
and researchers. As the digital and physical realms of life become increa
increasingly
singly intertwined, it is
imperative for the field of language education to adapt and explore innovative strategies for
language learning. As this study demonstrates, social media is one avenue that holds promising
potential for enhancing language skills, even though it is not without its challenges. However,
with continuous research and adaptive pedagogy, it is possible to navigate these challenges and
harness the power of social media for effective and engaging language learning.
6. Conclusion
This study provides an in-depth
depth analysis of social media's impact on English language
acquisition, outlining both its potential as a dynamic learning tool and its inherent drawbacks.
The results indicate that while social media can foster growth in areas such as vocabulary
vocabul
and
reading comprehension, it may also promote the use of informal language and abbreviations,
negatively affecting writing skills. Such findings bear significant implications for educators and
learners. Instructors can harness social media's potential to foster immersive language learning
experiences, showcasing authentic language use, enabling peer interaction, and contextualizing
language use in real-world
world situations. However, educators should be cognizant of social media's
limitations in language learning,
arning, directing learners to critically assess language used on these
platforms, distinguishing between formal and informal language, and discouraging the use of
non-standard
standard language forms. Future investigations could further explore how distinct social
media platforms influence language learning, identify the most beneficial activities, and
strategize to counteract potential disadvantages associated with language learning through
social media.
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journal. This is an open-access
access article distributed under the terms and conditions of the Creative
Commons Attribution license (http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/).
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