Exploring ELT Perspectives: Teachers' vs. Students' Views on Social Media's Role in English Language Learning

Abstract

The present investigation examines the differential and complementary views of teachers and undergraduate students regarding the exploitation of social media for English language learning outside the conventional classroom setting in Sialkot. Given the widespread use of platforms such as YouTube, WhatsApp, Facebook, and study forums in students' everyday lives, this research examines how these tools are perceived and used to foster reading and writing skills. A qualitative strategy was used, with semi-structured interviews of a purposive sample comprising nine male teachers, nine female teachers, and 18 undergraduate students. Thematic analysis using NVivo software identified common themes, including constant access to language input, fruitful interaction with subject matter and specialists, and practical use of acquired knowledge. The research also identifies issues such as ineffective use of social media, insufficient supervision of social media use, exposure to inauthentic or informal content, and online distractions. While learners valued the autonomy and flexibility offered by social media, educators advocated for systematic guidance and supervised use. The results clarify the need to close this perceptual divide to improve the pedagogical value of social media in English language learning. The research concludes that social media has tremendous potential for language development if used deliberately and in conjunction with pedagogical guidance. The present study also offers suggestions to instructors, institutions, and policymakers on fostering an informed, effective, and responsible use of social media in language teaching.