The Role of Technology-Enhanced Social Media in EFL Learning Among Secondary School Students
DOI:
https://doi.org/10.65405/.v10i37.630Keywords:
Media, language, learning, perceptions, motivation, anxiety, autonomyAbstract
This exploratory study intended to explore the third year secondary school
students’ perceptions about the role of technology-enhanced social media in developing English
language learning. It adopted an adapted questionnaire to collect data from students in order to
see how social media can affect various aspects of language skills, such as, students' language
skill improvement, motivation, confidence, and their learning attitudes. The participants included 55
students from two secondary schools in Tripoli. The findings of the study showed that secondary
school students generally viewed social media platforms as an important learning resource for
language learning which improved their vocabulary, communication, pronunciation, and listening
skills. The findings of the study also indicated that the role of these social media platforms
increased students' motivation and reduced their anxiety level when using social media for
learning. However, students perceived the role of social media in improving their grammar and
error correction as limited and weak. Furthermore, although many students preferred learning
trough social media over traditional learning methods, enjoyment levels varied considerably,
indicating various learners' preferences. The study concluded that social media can serve as an
additional learning tool that supports independent learning but should be incorporated within formal
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