HARNESSING SOCIAL MEDIA TO ENHANCE ENGLISH LITERACY AMONG INDONESIAN UNDERGRADUATE STUDENTS IN THE DIGITAL ERA

Siti Safura; Lina Farsia; Annisa Sucianda

doi:10.30601/dedikasi.v10i1.7416

HARNESSING SOCIAL MEDIA TO ENHANCE ENGLISH LITERACY AMONG INDONESIAN UNDERGRADUATE STUDENTS IN THE DIGITAL ERA

Siti Safura, Lina Farsia, Annisa Sucianda

Abstract

This study explores undergraduate students’ perceptions, learning strategies, and challenges in utilizing social media for English language learning in a digital learning context. The participants were undergraduate students from the English Education Department at Universitas Muhammadiyah Aceh, selected through purposive sampling. Data were collected through interviews, participant observation, and supplementary questionnaires, and analyzed using thematic analysis. The findings reveal that students perceive social media platforms particularly TikTok, YouTube, and Instagram as accessible and engaging resources that support English literacy development. Students employ various self-directed learning strategies, including consuming English-language content, practicing pronunciation, and interacting through platform features. However, the study also identifies several challenges, such as distraction from non-educational content, limited ability to evaluate the credibility of online materials, uneven internet access, and low confidence in using English publicly. Overall, the study highlights the potential of social media as a supportive medium for English language learning in higher education, while emphasizing the importance of digital literacy, learner motivation, and self-regulation. This study contributes to TESOL-related scholarship by providing empirical insights into the opportunities and challenges of social media-mediated English literacy development in non-native English contexts

Keywords

Social Media, English Literacy, Digital Era, Learning Strategy

Full Text:

PDF

References

Albiladi, W. S. (2020). The use of social media in English teaching and learning. University of Arkansas.

Alharbi, S. (2023). The role of social media in improving students’ language proficiency. International Journal of Educational Research, 16(3), 102–118.

Al-Khayat, A., & Raba, A. A. (2023). The impact of social media on English language learning among university students. Journal of Language Studies, 15(2), 45–60.

Al-Samarraie, H., Saeed, N., Alzahrani, A. I., & Zaqout, F. (2023). Social media in language learning: Opportunities, challenges, and future research directions. Computers & Education, 194, 104695. https://doi.org/10.1016/j.compedu.2022.104695

Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.

Cheng, Y., & Lee, H. (2023). Social media and language learning: Enhancing vocabulary and speaking skills. Journal of Language Studies, 18(2), 55–70.

Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.

Dewi, S. (2025). Harnessing social media for Gen Z in EFL classrooms. In Proceedings of the Teaching Innovation Conference. Universitas Terbuka.

Dudeney, G., Hockly, N., & Pegrum, M. (2022). Digital literacies: Research and resources in language teaching. Routledge. https://doi.org/10.4324/9781003228237

Eshet-Alkalai, Y. (2012). Thinking in the digital era: A revised model for digital literacy. Issues in Informing Science and Information Technology, 9(1), 267–276.

Fadila, R., Ulviana, R., Husna, R., & Marsitah, I. (2024). Dampak Media Sosial Terhadap Pendidikan Perkuliahan: Sebuah Tinjauan Literatur. Jurnal Pendidikan Guru Sekolah Dasar, 15(2). 203–15. Retrieved from https://edu.pubmedia.id/index.php/pgsd/article/view/778

Ghosn-Chelala, M., & Al-Ghazo, A. (2023). Digital literacy and EFL learning: Addressing challenges in online and blended learning environments. Language Learning & Technology, 27(1), 1–20. https://doi.org/10.1016/j.compedu.2022.104682

Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept. Education and Information Technologies, 21(3), 655–679.

Kern, R. (2000). Literacy and language teaching. Oxford University Press.

Lee, H., & Kim, S. (2023). Enhancing English literacy through social media engagement: A case study of university students. Asian Journal of Language and Communication, 11(3), 112–130.

Liu, H., Lin, C.-H., & Zhang, D. (2022). How social media facilitates language learning: A review of literature. Computer Assisted Language Learning, 35(8), 1654–1680. https://doi.org/10.1080/09588221.2020.1800211

Muftah, M. (2024). Impact of social media on learning English language during COVID-19. Emerald Publishing.

Noviany, F., Pratama, A., & Rahmawati, N. (2024). The impact of social media on students’ writing skills in foreign language learning. International Journal of Language and Linguistics, 12(1), 45–56.

Nurfarahana, D., Winarsih, S., & Andayani, T. (2024). Social media as a tool to enhance speaking skills among high school students. Jurnal Sintaksis, 5(2), 87–99.

Nugroho, R. A. (2023). Students’ comprehension challenges of English slang and idioms in social media content. Jurnal Pendidikan Bahasa dan Sastra, 18(2), 101–109.

Patty, E., & Noija, S. (2023). TikTok as a learning platform in English as a Foreign Language classrooms. Jurnal Riset Pendidikan dan Pembelajaran, 3(1), 23–32.

Rahman, A., Dewi, R., & Pratama, F. (2024). Exploring students' use of social media in language learning: Motivation and challenges. Journal of Educational Technology, 18(4), 205–221.

Ratri, D., & Aviyanti, A. (2025). Tantangan literasi digital di era media sosial: Implikasi bagi pembelajaran bahasa. Jurnal Pendidikan Elektronik, 14(2), 112–128

Syari, D., Hidayat, A., & Ramadhani, F. (2023). Instagram and TikTok in EFL learning: Opportunities and challenges. Journal of Educational Media, 7(3), 56–70.

Wang, S., & Chen, H. (2019). The impact of using Instagram on English vocabulary learning. International Journal of Emerging Technologies in Learning, 14(18), 123–130. https://doi.org/10.3991/ijet.v14i18.11448

Wang, J., & Zhang, Y. (2023). Authentic learning through social media: Its impact on students’ English proficiency. International Journal of English Language Teaching, 17(2), 33–50.

We Are Social, & Meltwater. (2024). Digital 2024: Indonesia. Data Reportal. https://datareportal.com/reports/digital-2024-indonesia

Wibowo A., & Wijayanti, R. (2021). Digital distractions: The dark side of social media in English learning. Journal of Digital Education and Culture, 5(1), 23–30.

Yin, R. K. (2022). Case study research and applications: Design and methods (6th ed.). SAGE Publications.

Zubaidah. (2020). Self Regulated Learning: Pembelajaran dan Tantangan pada Era Revolusi Industri 4.0. https://proceedings.ums.ac.id/snpbs/article/view/706

DOI: https://doi.org/10.30601/dedikasi.v10i1.7416

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
Jurnal Dedikasi Pendidikan oleh LPPM Universitas Abulyatama disebarluaskan di bawah Lisensi Creative Commons Atribusi 4.0 Internasional.

Berdasarkan ciptaan pada http://jurnal.abulyatama.ac.id/index.php/dedikasi.