A systematic review of social networking sites for learning English as a second or an additional language

Abstract

Background: Despite the recognised potential of social networking sites as learning environements across educational fields and the growing body of language-learning research in this area, systematic investigations remain scarce. Purpose: This systematic review examines the trends and main findings of studies on the use of social networking sites (SNSs) for learning English as a second language (ESL) or as an additional language (EAL) between January 2010 and February 2026. Methods: The review employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as its research methodology to retrieve and report the studies found. Databases including Scopus, Web of Science, ERIC, APA PsycINFO, and Informit were reviewed, yielding a total of 39 articles analysed. The articles were analysed using thematic analysis. Results: The findings of the review identified the distribution of studies over the years and the research methods employed in the studies. Additionally, the review identified the countries and learning contexts where such research was conducted. Moreover, it revealed the distribution of the types of SNSs, and the theoretical frameworks used in the studies. Further analysis revealed the language skills, factors influencing ESL or EAL learning, and the learning activities examined in the studies. Studies involving SNSs in ESL or EAL learning showed that the advantages outweighed the challenges. Conclusion: The findings indicated that SNSs had a positive impact on ESL and EAL learning. Recommendations are made for future research.