A REVIEW OF RECENT RESEARCH ON SOCIAL MEDIA USE IN ESL SPEAKING AND LISTENING DEVELOPMENT (2018–2025)

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PDF|Doi (English)
##semicolon## 2026-02-19
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social media, ESL, speaking development, listening comprehension, YouTube, TikTok, constructivism, connectivism, digital pedagogy, critical digital literacy

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Malika Navruzovna Khushmuradova
Madina Navruzovna Khushmuradova

Abstrak

The research articles published between 2018 and 2025 on the impact of social media platforms on the growth of speaking and listening abilities in English as a Second Language (ESL) learners are examined in this critical review. Social media's possible contribution to language learning has drawn a lot of academic interest as it has become increasingly important in people's daily lives across the globe. The results of peer-reviewed research from a variety of geographical settings, including Indonesia, Peru, Saudi Arabia, Kuwait, Thailand, Hungary, and Uzbekistan, are synthesized in this review. Each of the platforms based on study—YouTube, TikTok, Facebook, Instagram, and WhatsApp—offers various possibilities for language development.

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Nashr

Jild 5 Nomeri 2 (2026): Results of National Scientific Research International Journal

Bo'lim

Articles

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1. Al-Ali, S., & Ahmed, A. (2023). The impact of social media on English language learning in Kuwait. International Journal of Linguistics, 15(2), 45-62.

2. Al-Jarf, R. (2022). YouTube videos as a resource for self-regulated pronunciation practice. Journal of Language Teaching and Research, 13(2), 283-292.

3. Al-Jarf, R. (2024). TikTok and listening comprehension among Saudi EFL learners. Arab World English Journal, 15(1), 112-128.

4. Al-Jamal, D., & Al-Jamal, G. (2022). Social listening: Discussing video content on Facebook and Instagram. Jordan Journal of Educational Sciences, 18(3), 445-460.

5. Almurashi, W. (2022). The effectiveness of using YouTube videos in developing EFL students' listening comprehension. Journal of Language Teaching and Research, 13(4), 789-798.

6. Aziz, A., & Kashinathan, S. (2023). YouTube content creation and speaking motivation among Malaysian ESL learners. Asian Journal of University Education, 19(2), 234-248.

7. Boonmoh, A., Jumpakate, T., & Klinkesorn, S. (2023). TikTok video creation and speaking confidence among Thai secondary students. Journal of Educational Technology, 15(3), 167-182.

8. Csizér, K., & Kontra, E. (2022). Social media anxiety and language learning: A Hungarian perspective. System, 105, 102-118.

9. Downes, S. (2007). An introduction to connective knowledge. International Journal of Instructional Technology and Distance Learning, 4(3), 3-18.

10. Field, J. (2019). Second language listening: Current ideas, current issues. In J. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 283-319). Cambridge University Press.

11. Gutiérrez-Huancayo, V. (2024). Videos posted on social network effects on speaking performance. Journal of Language Teaching and Research, 15(3), 289-304.

12. Hasanah, U., Wulandari, D., & Rahman, A. (2025). Social media for English language acquisition in Indonesian higher education: Constructivism and connectivism frameworks. ScienceDirect, 45(2), 156-173.

13. Hashim, H., Yunus, M., & Hashim, S. (2023). Instructional strategies for YouTube listening activities. Malaysian Journal of Learning and Instruction, 20(1), 45-67.

14. Kabooha, R., & Elyas, T. (2018). The effects of YouTube in multimedia instruction for EFL learners. English Language Teaching, 11(4), 89-102.

15. Kosar, G., & Bedir, H. (2022). YouTube exposure and listening flexibility among Turkish EFL learners. Computer Assisted Language Learning, 35(4), 567-589.

16. Liu, M., Zhang, Y., & Chen, X. (2024). Social media in EFL secondary education: A systematic review. Teaching English with Technology, 24(2), 78-102.

17. Makhoba, T. (2024). WhatsApp voice notes versus traditional listening activities in South African EFL contexts. Southern African Linguistics and Applied Language Studies, 42(1), 78-94.

18. Mirzaei, M., Meshgi, K., & Kawahara, T. (2019). Partial and synchronized captioning for listening comprehension. Computer Assisted Language Learning, 32(3), 234-256.

19. Putri, D., & Amin, M. (2021). YouTube for listening practice: Indonesian secondary students' perceptions. Indonesian Journal of English Language Teaching, 16(1), 34-49.

20. Rahman, S., Hassan, N., & Abdullah, M. (2024). Short-form video and listening skill transfer: A Malaysian study. International Journal of Instruction, 17(2), 289-306.

21. Reinhardt, J., & Thorne, S. L. (2019). Digital literacies as emergent multifarious literacies. In N. Arnold & L. Ducate (Eds.), Engaging language learners through CALL (pp. 45-78). Equinox.

22. Saengsri, S., Chaiyasuk, I., & Khampusaen, D. (2023). TikTok and EFL listening in Thai secondary education. Journal of Language and Linguistic Studies, 19(1), 123-140.