EFL Students’ Perceptions of Autonomous English Learning through Social Media Platforms: A Descriptive Quantitative Study
Keywords:
autonomous learning, social media platforms, perception, EFL students, English learning materialsAbstract
This research aims to explore the views of English Foreign Learners (EFL) on independent English learning via social media platforms, particularly Instagram, TikTok, and YouTube. The research aims to comprehend how students regard these platforms as resources for self-directed learning and to determine elements that shape their viewpoints. A descriptive quantitative approach was utilized, involving 40 participants between the ages of 13 and 28 who filled out a Google Form survey comprising 23 valid items following validity testing. The data was analyzed using SPSS software to generate descriptive statistics reflecting the opinions and experiences of the students. The findings indicate that most students believe social media is an effective tool for learning English independently. They believe social media provides them with freedom and engaging content that enhances their language abilities. The most favoured content types are brief videos showcasing daily phrases and vocabulary-enhancing videos that include subtitles. Perceptions are shaped by various elements, including previous learning experiences, digital competence, individual motivation, and the credibility of content creators. Although social media is seen as a beneficial supplement, the majority of respondents concur that it cannot entirely substitute for traditional classroom education. These results suggest that to enhance autonomous English learning, educators and content creators need to offer resources that fulfil student needs and leverage the benefits of social media.
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