Leveraging social media for language learning: Opportunities and challenges

Sovanna Huot; Chhong Such

doi:10.63381/jeilt.v1i2.56

Authors

Sovanna Huot University of Delhi https://orcid.org/0009-0006-8335-442X
Chhong Such National Institute of Education

DOI:

https://doi.org/10.63381/jeilt.v1i2.56

Keywords:

Social media, Language learning, Microblogs, Informational Networks, Communicative goals, metalinguistic learning

Abstract

Social media connects users in virtual spaces and offers a valuable avenue for language learning due to its interactive features and wide accessibility. It encourages active language use and supports learning beyond the classroom environment. While its integration into language education presents significant opportunities, it also poses notable challenges. This reviews the instructional potential and platforms of four: microblog (e.g., Twitter), collaborative wikis (e.g., Wikipedia), professional networks (e.g., LinkedIn), and informational networks. It also examines the infrastructure and resource conditions necessary to support effective classroom integration. This paper argues that the meaningful and well-structured incorporation of social media into the curriculum can lead to sustainable language learning outcomes. Drawing on the concept of social media as a deus technique, a dialogic medium, and the literacy model that views language as a socially situated practice, outlining strategies for using social media to foster both communicative competence and metalinguistic awareness. The practices include designing learners-centered, interactive activities, addressing data privacy concerns, and ensuring equitable digital access. Institutions are suggested to provide training focused on effective social media integration. As future research includes exploring AI-enhanced personalized learning, self-regulated learning through social platforms, and examining the long-term effects of social media use on language development, particularly in diverse educational settings.

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