Connecting Worlds: A Review of Social Media’s Role in Informal English Language Learning
DOI:
https://doi.org/10.32350/uer.91.01Keywords:
digital language communities, informal English language learning, learner engagement, social mediaAbstract
This review integrates recent empirical studies regarding the role of social media in facilitating informal English language acquisition, specifically in vocabulary enhancement, grammatical precision, writing accuracy, listening comprehension, speaking fluency, and intercultural awareness. A narrative review methodology was employed to gather studies published between 2022 and 2025 from Google Scholar, ERIC, Scopus, and Web of Science, utilizing search terms including “informal digital learning of English,” “social media and language learning,” and “online language communities”. Peer-reviewed journal articles were prioritized, while additional scholarly sources (e.g., books and book chapters) were consulted to provide theoretical background. This left a final sample of 50 studies. The results indicate that social media offers substantial, genuine input, multimodal communication, and avenues for peer collaboration, thereby augmenting incidental vocabulary acquisition, writing proficiency, pronunciation, and cultural competence. Language-exchange platforms also help people feel more confident to speak, and improve their ability to communicate. However, the review also highlights several issues, including inconsistent content quality, a lack of pedagogical structure, distractions, limited feedback, and concerns regarding privacy and ethics. In general, the review emphasizes the importance of utilizing social media in blended learning settings. It also calls for teaching digital literacy, providing structured guidance, and implementing ethical safeguards. Subsequent research ought to investigate platform-specific efficacy, long-term educational outcomes, and the impact of emerging technologies, such as artificial intelligence, virtual reality, and adaptive learning systems, on informal English language acquisition.
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