Authors : Abdullah Ahmed

Volume/Issue : Volume 10 - 2025, Issue 9 - September

Google Scholar : https://tinyurl.com/47xantjd

Scribd : https://tinyurl.com/7dcykxu9

DOI : https://doi.org/10.38124/ijisrt/25sep1235

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : This study investigates whether social media can effectively support self-directed English learning among first- year undergraduates at the Faculty of Arts and Culture, South Eastern University of Sri Lanka. Drawing on a quantitative survey design, data were collected from 100 students aged 20–22 years using a structured questionnaire. The instrument explored patterns of social media usage, preferred platforms, and students’ perceptions of how these platforms contribute to developing listening, speaking, reading, and writing skills in English. The findings indicate that YouTube and WhatsApp were the most frequently used platforms for independent learning, with the majority of students spending one to three hours daily engaging with English-language content. Students reported notable improvements in listening and speaking, moderate gains in reading, and comparatively limited progress in writing. Results also revealed that social media enhanced motivation, exposure to authentic materials, and confidence to use English beyond the classroom. These findings suggest that social media can be an important complementary tool for self-directed language learning when aligned with learners’ goals and formal coursework. The study contributes empirical evidence on the role of digital platforms in promoting autonomous English learning in higher education in Sri Lanka.

Keywords : Social Media, Independent English Learning, First-Year Undergraduates, Self-Directed Learning, Sri Lanka, Language Skills Development.

References :

1. B. Akpan and C. Chayanuvat, “Social media for EFL learning: Opportunities and challenges in higher education,” Journal of Language Teaching and Learning, vol. 12, no. 2, pp. 45–60, 2022.
2. N. Al Arif, “Social media in EFL learning: Indonesian undergraduate perspectives,” International Journal of English Language Education, vol. 7, no. 1, pp. 15–28, 2019.
3. S. Al Jahromi, “English learning through social networks: A study on undergraduate students in Bahrain,” Asian EFL Journal, vol. 22, no. 4, pp. 1–20, 2020.
4. F. Amin, M. Rafiq, and S. Mehmood, “Impact of social media on English language learning: A case study,” Journal of Educational Research, vol. 23, no. 3, pp. 105–120, 2020.
5. V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qualitative Research in Psychology, vol. 3, no. 2, pp. 77–101, 2006, doi: 10.1191/1478088706qp063oa.
6. R. Chandrasiri and D. Samarasinghe, “Integrating social media in language learning: Pedagogical implications,” Sri Lanka Journal of Educational Technology, vol. 10, no. 2, pp. 22–35, 2019.
7. L. Cohen, L. Manion, and K. Morrison, Research methods in education, 8th ed. London: Routledge, 2018.
8. J. W. Creswell and J. D. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches, 5th ed. Thousand Oaks, CA: SAGE, 2018.
9. I. Etikan, S. A. Musa, and R. S. Alkassim, “Comparison of convenience sampling and purposive sampling,” American Journal of Theoretical and Applied Statistics, vol. 5, no. 1, pp. 1–4, 2016, doi: 10.11648/j.ajtas.20160501.11.
10. T. Francis, “Technology-mediated language learning: Benefits and challenges,” ELT Journal, vol. 71, no. 2, pp. 123–133, 2017.
11. R. Godwin-Jones, “Using social media for language learning,” Language Learning & Technology, vol. 22, no. 1, pp. 1–17, 2018.
12. R. Khurram and M. Palpandan, “Social media and EFL learning outcomes: A critical review,” International Journal of Educational Technology, vol. 14, no. 2, pp. 75–91, 2023.
13. X. Li and Y. Wang, “Social media use and incidental vocabulary acquisition among Chinese undergraduates,” English Language Teaching, vol. 13, no. 5, pp. 90–104, 2020.
14. J. Pallant, SPSS survival manual, 7th ed. Maidenhead, UK: Open University Press, 2020.
15. Y. Shu, L. Chen, and X. Lin, “Social media use and foreign language anxiety: Implications for EFL learners,” Computers & Education, vol. 185, p. 104518, 2023.
16. A. Surgawie, N. Omar, and H. Malik, “Social media as a learning tool for EFL students,” Journal of Applied Linguistics, vol. 18, no. 1, pp. 12–28, 2024.
17. Y. Wang and J. Low, “Self-efficacy and social media use in EFL reading,” English Language Teaching, vol. 16, no. 3, pp. 22–35, 2023.
18. Y. Zhao and L. Yang, “Video-based social media and oral proficiency in EFL learners,” Journal of English Language Teaching, vol. 25, no. 2, pp. 66–80, 2023.