Abstract: Social media has revolutionized informal English learning by providing a flexible and engaging space. Various social media platforms, including YouTube, Instagram, Facebook, WhatsApp, and TikTok, contribute to closing the educational gaps with their authenticity and real-life applications. Learners can get access to multimedia resources, collaborate, and interact with native speakers from around the world. Social media integration enhances listening, speaking, reading, and writing skills, as well as increasing cultural awareness and motivation.
Social media appeals to different learning styles, making it accessible to all levels of proficiency. Its features, like videos and live streams, allow for real-time practice or self-paced learning, thus supporting independent language acquisition. Moreover, the informal setting reduces the pressure compared to a traditional classroom, which encourages experimentation and participation.
Social media in language learning presents challenges. Distractions, content quality, and safety concerns may slow progress. The lack of structure may lead to inconsistent results. Privacy issues and the digital divide further emphasize its limitations, especially in areas with under-resourced settings.
This paper will explore how social media impacts language acquisition through sociocultural and constructivist theories, noting first the opportunities and then the barriers. It also provides some insights for learners and educators on integrating social media into informal English learning. It finally highlights the need to harness technology while tackling its challenges for an equitable learning experience.
Keywords: Social media, informal English learning, YouTube, Instagram, Facebook, WhatsApp, writing skills.
Title: Social Media as a Tool for Informal English Language Learning: Opportunities and Challenges
Author: Ms. Manal Hassan Ibrahim, Ms. Badour Nasser Al-Muqaisib
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 2, April 2025 - June 2025
Page No: 127-136
Research Publish Journals
Website: www.researchpublish.com
Published Date: 17-April-2025
