First-Year English Majors' Perceptions of Social Media for English Language Learning

Abstract

Social media has become an important complementary resource for English language learning in higher education. However, there is very little empirical evidence from Panama. The purpose of this research was to examine the perceptions of first-year English major students on the influence of social media on English language learning. A quantitative descriptive cross-sectional design was used. A structured questionnaire was used to collect data from 54 first-year English major students at Universidad de Panamá. Descriptive and inferential statistics were used to analyze the quantitative data, while thematic analysis was conducted on the qualitative responses. Students perceived social media as a useful complementary resource for English language learning. Vocabulary showed the greatest improvement, followed by listening, pronunciation, and daily expressions, while grammar improved the least. Distractions were identified as the main constraint associated with social media use. The use of a small convenience sample and a cross-sectional design limited the study. In conclusion, social media may complement formal English courses by supporting vocabulary learning, communicative skills, and autonomous learning when accompanied by appropriate pedagogical guidance.