Social Media Learning Nexus: Exploring ESL Learners' Self-Directed Out-of-the-Class English Language Development Opportunities and Challenges

Abstract

This research explores the contribution of social media to undergraduate students' English language learning process outside the class. Employing a qualitative research design, data were gathered from nine female teachers, nine male teachers, and eighteen undergraduate students. Thematic analysis was done using NVivo software for the identification of important themes emerging from participants' views. Research indicates that social media sites like YouTube, WhatsApp, and AI tools greatly enhance English language learning through constant access, interactive experiences, and real-world application outside of formal schooling. Educators and learners indicated enhanced reading and writing skills, vocabulary enrichment, and communication skills through informal learning platforms. Nevertheless, the misuse of social media for entertainment purposes, the propagation of fake content, and the inability to monitor students' use were the emerging concerns. The research concludes that purposeful utilization of social media can be a strong adjunct tool for developing English language skills outside the class. It advises promoting digital literacy, content surveillance, and teacher-student cooperation in order to make digital tools more effective for language learning.