IMPACT OF SOCIAL MEDIA PLATFORMS ON ENGLISH LANGUAGE LEARNING SKILLS OF SELECTED STUDENTS AT LIPA CITY COLLEGES
Kata Kunci:
social media platforms, English language skills, listening skills, speaking skills, reading skills, writing skills, learning styleAbstrak
This study examined the impact of social media platforms on the English language learning
skills of selected College of Education and Liberal Arts (CELA) students at Lipa City Colleges. The
study aimed to determine how social media affects listening, speaking, reading, writing skills and
how it influence students’ motivation, interest, and learning style. A mixed-method sequential
explanatory design was used, involving survey questionnaires with 111 students and interviews with
7 volunteer participants. Purposive sampling and stratified-random sampling were used to determine
the sample size and select respondents from different year levels and academic programs.
This study is anchored on Krashen’s Input Hypothesis, which states that language is
acquired through understandable input slightly above the learner’s level, Swain’s Output
Hypothesis, which emphasizes learning through producing the target language, and Vygotsky’s
Social Interaction Theory, which highlights learning through interaction and collaboration.
The findings revealed that lower-year students, particularly first-year AB Psychology
students, are active on social media, with TikTok as the most frequently used platform, spending
three to four hours daily. Social media platforms positively impact English language learning skills;
however, students rarely engage in real-time speaking due to discomfort, and not all consistently
use English in writing as some prefer their native language. Social media also influences motivation,
interest, and learning styles, but motivation remains moderate as students still prefer traditional
classroom learning. Engagement with English content is often spontaneous, and social media is not
viewed as a replacement for textbooks. Furthermore, there is a highly significant relationship
between social media use and English language skills, with consistent engagement across year levels
and variations depending on program and active practice. Finally, Project G.I.G.A. Bytes was
proposed to address identified gaps.
