Analysis of EFL Learners’ Language Proficiency Development Across Different Social Media Platforms

Abstract

The shift of educational activities to the online environment due to the outbreak of Covid-19 has generated contentions regarding the effectiveness of social media in developing language proficiency. Also, determining appropriate social media platforms becomes essential. This study, therefore, aims to examine the differences in EFL learners’ development of different language skills across various social media platforms. The study adopted an online descriptive survey in which a self-develop questionnaire was used as a data-collection tool. The respondents comprise a randomly selected sample of 80 students from the first and second levels of the English undergraduate program at a Jordanian university. The data were analyzed using a non-parametric method consisting of Chi-square test and frequency statistics. According to the findings, EFL learners tend to develop reading skills, vocabulary, and pronunciation through Facebook, Twitter, and YouTube respectively. Additionally, significant differences exist in language proficiency development across social media platforms. This study is expected to provide useful information to educators in choosing the most appropriate platforms to supplement their instructional efforts based on learners’ needs.