FROM LIKES TO LITERACY: THE SOCIAL MEDIA ROLE IN IMPROVING ENGLISH LANGUAGE LEARNERS’ READING AND WRITING

Abstract

This research examines the value and worth of social media in improving the reading and writing skills of undergraduate English language learners in Sialkot, Pakistan. With enhanced use of digital technologies in teaching, social media websites like YouTube, WhatsApp, Facebook, and TED Talks have come up as new learning tools for the languages outside conventional classrooms. Through qualitative study design, female ESL instructors were interviewed using the semi-structured interviews to understand how social media impacts the learners' literacy competence. By conducting thematic analysis with help of NVivo software, it was understood that social media has positive impact on reading fluency and understanding by introducing students to varying texts, multimedia, and interactive forums. The results indicate that although social media can be an effective additional tool to complement reading & writing development, its learning potential is mostly determined by the extent of guided and meaningful use. The suggestions are given to incorporate social media in curriculum planning, offer teacher education about digital pedagogies, as well as inspire balanced language exposure. This study adds to the existing literature on digital learning and highlights social media's role in reshaping English language teaching in domestic settings.