Exploring the impact of social media on Motivation in English language learning

Abstract

The incorporation of social media into education has sparked a significant revolution in language acquisition, particularly amidst the widespread shift to online education during the COVID-19 pandemic. This study delves into the correlation between social media usage and the motivational aspects that influence the learning of English. While existing studies have explored how social media impacts learners' motivation in English acquisition, there's a scarcity of research employing the framework of Self-Determination Theory. This research aimed to understand how FPT University students' motivation was influenced by utilizing social media for English learning, employing a mixed-method approach. The study engaged 362 students from diverse majors at FPT University, who participated in an online survey, supplemented by direct interviews with ten individuals to deepen insights. The outcomes highlighted that social media predominantly contributes positively to learners' motivation, notably enhancing their sense of control and the efficacy of learning via these platforms. Nevertheless, despite the perceived community aspect in social media-driven learning, a significant proportion still preferred traditional learning environments for direct engagement with instructors and peers, seeking more interactive sessions and immediate feedback. Moreover, concerns arose about the reliability of learning materials accessed through social media, emphasizing the crucial role of educators and institutions. There's a need to leverage social media to create an educational environment that addresses these challenges, ensuring learners have access to credible resources while fostering interaction, and facilitating an environment conducive to successful English language learning journeys