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Journal of Linguistics, Literature and Language Teaching (JLLLT) ISSN 2827-8518
Vol. 1, No. 2, January - June 2022, pp. 59-68 59
https://jurnal-assalam.org/index.php/JLLLT editor.jlllt@gmail.com
Social Media Used In Language Learning:
Benefits And Challenges
Awal Kurnia Putra Nasution
IAIN Takengon, Aceh Tengah, Aceh, Indonesia
awalkpn@gmail.com*
*corresponding author
1. INTRODUCTION
The Internet, particularly Web 2.0 apps, has opened up new avenues for human
contact and learning over the past two decades. The enormous and constantly expanding
body of knowledge is now accessible online. In the meantime, social media platforms like
Facebook, WeChat, Instagram, Twitter, Snapchat, and WhatsApp enable millions of
people all over the world to communicate and uphold their friendships and family ties (Al-
Kadi & Ahmed, 2018; Greenhow & Lewin, 2016). Many educational institutions offer
learning opportunities through social media (Friedman & Friedman, 2013). Students
worldwide spend most of their time on social networking sites, doing various activities,
chatting, playing games, and interacting (Baruah, 2012). Our lives have significantly
transformed in recent years due to the growth of digital technology, multimedia, and social
networks (Sathish et al., 2020). These advancements and discoveries have had a substantial
positive impact on the teaching and learning of foreign languages and education generally
(Leung & Valdés, 2019). People use information and communication technology (ICT)
and the Internet everywhere and at any time. Both daily living and academic environments
are significantly impacted by technology.
Technology's widespread use has impacted many facets of human existence,
including education and learning. Many academics have attempted to investigate the
viability and efficiency of social media integration in education. Due to technology,
teachers can now include various teaching techniques based on the needs of their students
ARTICLE INFO
ABSTRACT
Article history
Received 24 December 2021
Revised 17 April 2022
Accepted 11 May 2022
The use of social media that is rampant today also impacts the
increasing use of social media in language learning. Seeing this reality,
it is necessary to research to find the benefits and challenges of using
social media in language learning. The research method used in this
article is in the form of library research. Sources of research data are
articles from the Scopus database and Google Scholar. The study results
show that using social media in language learning brings good and
various benefits, such as Increasing reading, writing, and vocabulary
mastery to increase students' motivation. The benefits of social media in
language learning are fully discussed in the text. The challenges faced
are: integrating learning with social media and giving assignments
during learning. The results of this study indicate the increasing use of
technology in learning. Therefore, this research provides an opportunity
to develop the use of social media in language learning in the future.
This is an open access article under the CC–BY-SA license.
Keywords
Keyword_1 Social Media
Keyword_2 Language Learning
Keyword_3 Benefits
Keyword_4 Challenges
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Awal Kurnia Putra Nasution (Social Media Used In Language Learning: Benefits And Challenges)
(Chugh & Ruhi, 2018; Moghavvemi et al., 2018). Many researchers believe innovative
technology fosters student interest and motivation and enables them to access target
languages, more input, and interaction opportunities (Choi & Chung, 2021). In addition,
innovative technology can assist educators in better managing their lesson plans and
classroom procedures and can give students access to more natural instructional resources
(Biletska et al., 2021; Goh & Sigala, 2020). However, due to a lack of time, expertise, and
motivation, many teachers do not employ this technology in their classes, despite the fact
that it may seem beneficial. Since social media cannot replace human instructors, pure e-
learning may not be able to address the demands of all language learners in various groups.
Traditional face-to-face learning systems have existed for centuries (Patra et al., 2022). To
boost motivation, engagement, and reading performance, this study implementation session
is more dynamic and grounded in reality, that is, based on technology and applications,
including social networks. It also takes into account the requirements and interests of
students.
Initial findings from earlier studies indicate that not all social media are used as
learning media, particularly in language learning. Facebook, Youtube, Twitter, Instagram,
and WhatsApp are the social media platforms that have been the subject of most studies in
relation to their use in language acquisition (Manca, 2020). More crucially, it has been
noted that social media is only partially used to teach languages, wasting some of its
potential (Ansari & Khan, 2020). The lack of research on using YouTube videos to help
students with their grammar, despite the fact that there are many videos on the subject, and
the lack of research on using Facebook and WhatsApp to help students with their spelling,
despite the apps' compatibility with the device's spell check feature, are two of the most
striking examples (Mohamad Razali & Abdul Halim, 2021; Odili, 2021). As a result, this
study will evaluate earlier research that used social media for purposes including language
learning. It seeks to give a thorough overview of how social media has been used as a
learning tool in the context of language acquisition, the advantages that have been
demonstrated by prior research, and the potential for gaining more benefits. Based on the
above, the purpose of writing this article is to find out the benefits of using social media in
language learning and the challenges of using social media in language learning.
2. LITERATURE REVIEW
2.1 Social Media and Language Learning
Teachers are interested in the use and popularity of social media and social
networking sites like Facebook and Twitter among young adults. Not only are there many
students who are constantly signed on to the site, but the site's built-in design encourages
personalization, communication, collaboration, and sharing, which is in accordance with
many of the modern approaches to teaching and learning (Ansari & Khan, 2020; Young et
al., 2018). In fact, research demonstrates that using social media for academically
connected goals promotes engagement that serves the purposes of social learning and
social constructivist learning methods (Arquero et al., 2021). Socializing, exchanging
knowledge, and learning from one another are all made possible for students when social
media is used for educational purposes (Zachos et al., 2018).
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Student comments on the applicability of Facebook for language learning are divided
into three basic types. First, compared to language classes, Facebook offers an informal
setting where there is less pressure to produce language; second, Facebook also offers a
chance to observe native speakers' activities and conversations, providing a venue for
exposure to the native language; and third, Facebook offers an opportunity to observe and
participate in open conversations with native speakers about engaging topics while using
appropriate language (Hamat & Hassan, 2019a). Finally, Facebook offers an additional
venue for students to practice their language acquisition in a real-world context. By
creating a more intimate and laid-back atmosphere, Facebook helps beginners and hesitant
students feel more at ease and confident when speaking the language they are learning
(Smutny & Schreiberova, 2020). Additionally, studies demonstrate the significance of
social media in informal education. According to the literature, students largely and
naturally utilize social media as a casual academic tool to collaborate with peers, plan class
projects, or share course content (Sobaih et al., 2020). However, even when these sites
offer the capabilities or characteristics that make them real and educationally relevant,
many students still see the "social" value of the sites as the primary reason why they should
not be used for educational purposes (Mazer et al., 2007).
Social media has the potential to embed language acquisition in real-world social
contexts and play a crucial role in the communicative and creative activities that young
people engage in (Cabrera, 2018). Additionally, user-generated content on social media
might let students share commonplace experiences with meaning-making processes across
time and context. Social media has been extensively used for educational purposes by its
communicative aspect (Lantz-Andersson, 2018). Facebook, Linkedin, and Edmodo are
some well-known social networking websites. Facebook has been widely used to improve
student engagement, increase student connection both within and outside the classroom,
and use the network as a tool for institutions.
3. RESEARCH METHODOLOGY
3.1 Steps of Research
A narrative literature review was carried out, which focused on describing and
discussing the topic from a theoretical and conceptual point of view (Rother, 2007). The
literature search was carried out on two databases: Scopus and Google Scholar. The
keywords used are: "social media" and "language learning". In the initial search, 26 articles
were found in the Scopus database and 203 from the Google Scholar database. The
following process is removing duplicates from articles; after this process is carried out,
there are 182 articles left. Finally, after applying the include and exclude criteria, as well as
reading the abstract and the contents of the article. The remaining nine articles were used
to answer this research question. The inclusion criteria used are Language learning that
utilizes social media and scientific articles that discuss the benefits and challenges of using
social media in the discussion. Exclude criteria in the form of articles that are not available
in the complete article and book chapters.
The Research Questions are:
1. What are the benefits of using social media in language learning?
2. What are the challenges of using social media in language learning?
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4. FINDINGS
Based on the relevant search results in the available articles, it was found that seven
articles discussed the benefits of using social media in language learning, and two articles
discussed the challenges of using social media in language learning. Details of research
findings can be seen in table 1.
Table 1. Benefits and Challenges of Social Media
Author/s and year of the study
Benefits and Challenges
(Ariantini et al., 2021)
Benefits:
They have been argued to positively affect students'
language abilities, vocabulary, grammar,
pronunciation, spelling, motivation, and creative
and critical thinking when implemented in English
learning. In addition, these findings demonstrate a
favourable attitude toward social media as a
necessary component of students' 21st-century
learning environments.
(Gil et al., 2020)
Benefits:
the advantages of the Chinese Corner/English
Corner for students include active participation,
significant usage of the target language, long-term
involvement, greater knowledge and
comprehension of the target language culture, and
flexibility of access.
(Hamat & Hassan, 2019b)
Benefits:
The respondents claimed that writing,
communication, vocabulary growth, and reading
were the competency areas that benefited most
from utilizing SNSs.
(Fathi, 2018)
Benefits:
For language learners, SNS can offer a welcoming
environment.
(Ahmed, 2019)
Benefits:
According to the study's findings, Yemeni EFL
students actively used social media and were aware
of its advantages for their language development.
The participants claimed that social media
platforms assisted them in developing a variety of
aspects of their English proficiency, but they found
that writing and reading abilities, vocabulary
growth, access to authentic materials, and
communication with English-speaking friends, both
native and non-native speakers, were the most
advantageous.
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Awal Kurnia Putra Nasution (Social Media Used In Language Learning: Benefits And Challenges)
(Faizi et al., 2013)
Benefits:
We can agree that social media platforms and
language learning have grown interwoven since
they make learning languages more enjoyable,
participatory, and interesting.
(Al-Khalidi & Khouni, 2021)
Benefits:
According to an analysis of the data, most
participants had a firm belief in the benefits of
social media platforms for advancing educational
goals and improving their English language
competence.
(So et al., 2017)
Challenges:
We discuss both possibilities and challenges of
integrating digital learning solutions in the
developing world.
(Mondahl & Razmerita, 2014)
Challenges:
The following difficulties have been noted: The key
to learning facilitation is designing innovative
foreign language learning assignments that enable
students to communicate synchronously online,
work together, and share knowledge throughout the
process.
5. DISCUSSIONS
With the exception of Twitter, it has been suggested that using these social media
platforms will boost students' motivation, creativity, and critical thinking. However, in 32
investigations, their motivating advantages have not been proven. This outcome is
noteworthy because it shows that both students and teachers are already aware of how
students' digital lifestyles are convergent, the availability of digital thinking tools to
support learning, the shifting importance of knowledge, and how to extract it from/with
widely accessible digital networks in the 21st century. According to Trilling and Fadel
(2010), the convergence of these four factors has changed how students learn and the
learning process' objectives beyond the acquisition of language skills, aspects, and content
to include communicative, collaborative, creative, and critical skills for the twenty-first
century (Trilling & Fadel, 2010).
The findings show that social media can be useful for enhancing students' English.
Facebook, WhatsApp, Youtube, and Instagram can help kids' linguistic abilities in the
meanwhile (Ariantini et al., 2021b). The publications looked into for this study did not
indicate how Twitter can help pupils' reading and listening skills. Unexpected considering
that most Twitter updates consist of brief texts, photos, and videos, which should
encourage rapid text and video comprehension to enhance reading and listening skills.
Facebook, YouTube, and Twitter are thought to improve students' grammar. However, the
same advantages have not been proven for WhatsApp applications in language learning
(Eren, 2012). Perhaps WhatsApp messages' intended informal tone discourages pupils
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from using proper phrases. However, it should be noted that further research is needed to
determine whether or not this characteristic is harmful to pupils' grammar. WhatsApp and
Youtube are not yet designed to help pupils with their spelling, even if the five social
media sites benefit vocabulary and pronunciation. Because WhatsApp is linked to its
phone or desktop settings when using WhatsApp Desktop, it can be a little perplexing. This
implies that spelling issues can be flagged in any group and private chat messages.
Unfortunately, once the text is delivered, the spelling error indication vanishes.
Social networking can be crucial to ESL learners' success in becoming fluent in
English at the postsecondary level. According to Shaul (2014), exposure to language in a
meaningful way is necessary for a learner to absorb its structure through actual use
(Leedom Shaul, 2014). It contrasts with the notion of language learning, where the
emphasis is on imparting knowledge of the language's structure to students with the hope
that they will pick it up. The findings of this study appear to support the notion that social
media is more effective when utilized as a tool for an acquisition than as a traditional
teaching and learning tool. Although the media landscape is complex, schools must teach
students how to use technology to successfully assist their learning and manage their
learning in this social setting to profit from its use, especially for language acquisition.
Additionally, language teachers in schools need to be aware of how inexpensive this social
media is and figure out how to get the most out of it. The distinction between formal and
casual language learning must be carefully considered when doing this.
The following difficulties have been noted in light of socio-constructivist theory and
the findings of empirical research: The key to learning facilitation is building up a brand-
new foreign language learning challenge that enables students to synchronously
communicate online, cooperate, and share knowledge during the entire process (Li, 2018).
The platform's raw style for interaction during the creation of foreign language texts is
more inspiring than more conventional group work (Golonka et al., 2014). It depends on
one person writing it while the rest of the group contributes throughout the conversation.
The findings demonstrate how collaboration and motivation affect students' quality of
work, how social media-enhanced platforms promote collaboration and knowledge
sharing, and how results improve when students concentrate on solving problems that can
be applied to other tasks rather than retaining local surface knowledge that cannot be
applied to new contexts.
The main goal of this research program is to look into how social media can be
incorporated into creating efficient mobile-assisted language learning programs and social
media in schools to promote efficient contextual learning experiences in response to the
new challenges facing education. With the help of this study, teachers and students will be
given a fresh approach to mobile-assisted language learning. A packaged approach with
predefined content, which frequently depends on the knowledge of outside academics, is
not, in our opinion, a viable long-term answer in developing countries. This project
investigates ways to encourage and empower learners in developing nations to participate
in social learning environments where they may share ideas and create learning content
that is meaningful and relevant to them. It goes beyond the language learning content
delivery approach. Social media and smartphone integrations are possible with our digital
learning solutions (De-Marcos et al., 2014). The use of social media in the design of
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learning activities is then investigated to make the learning process more learner-centred
and interactive. This essay discusses how social media is designed and evaluated and how
students perceive the advantages of doing so for their English proficiency. We conclude by
discussing the opportunities and difficulties of implementing such digital learning systems
in developing nations.
6. CONCLUSION
The use of social media, in this case in the form of Facebook, Whatsapp, youtube,
Instagram, and Twitter, positively impacts language learning. Language learning that
utilizes social media can be presented interestingly and interactively, so students prefer
language learning. The perceived benefits are an increase in students' ability in reading,
writing, and student involvement in learning. Language learning using social media
provides opportunities for the development of various language skills of students. Learning
can also be done in fun and excitement; this will support the success of the learning carried
out. The challenges faced when using social media in language learning are few, only in
the form of integrating social media into language learning, which requires a better
approach. This research shows that technology nowadays cannot be separated from the
learning process. Even technology can be used to support the success of the learning
carried out.
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