Investigating the Impact of Social Media as an EFL Learning Source in EFL Classrooms

This study aims to examine the contemporary utilization of social media in English language instruction for scholarly objectives, to examine the resistance and obstacles associated with the utilization of social media in English language instruction, and to investigate the potential for systematic and thoughtfully structured utilization of social media in English language instruction. This study employed the analytical-descriptive research approach. The questionnaire comprised ten statements was used as an instrument to collect data. The collected data was analyzed utilizing SPSS software. The research sample comprised 22 English as a Foreign Language (EFL) university students. The main findings of this study comprise that the majority of participants agreed that: it is engaging when the professor permits the use of tablets and smartphones as supplementary learning tools in EFL lessons, they consistently utilize YouTube, TikTok, Facebook, and WhatsApp as tools for EFL learning, utilizing various social media applications enhances general learning skills and vocabulary building, social media applications facilitate the enhancement of their listening abilities through EFL recorded courses, as well as enhancing the acquisition of speaking skills by enabling communication with native English speakers. The main recommendations include: the use of social media for academic purposes is undeniably significant in English Language Teaching (ELT) situations at the university level in Saudi Arabia, a paradigm shift from dependence on conventional instructors and textbooks has transpired; hence, the adoption of digitalization should be welcomed, the use of social media for English language instruction and acquisition should extend beyond the mere collection of information from these sites, the issues related to the effective and efficient utilization of social media must be continually addressed, institutional-level training for the effective use of social media should be instituted, and collaborative development of customized ELT materials should involve both educators and students.