Central European Management Journal ISSN:2336-2693 | E-ISSN:2336-

4890
Vol. 30 Iss. 4 (2022)

Analyzing the Role of Social Media in the Development of English

Vocabulary at University Level for Foreign Language Learners
Shamim Akhter, Sehrish Iftikhar, Pradyumansinh Raj, Santosh Singh, Moamar Elyazgi
School of Languages, Civilisation and Philosophy, Universiti Utara Malaysia, Kedah, Malaysia
Lecturer, Department of English , Institute of Southern Punjab, Multan, Punjab, Pakistan
Assistant Professor, Faculty of Arts, Humanities and Social Sciences Director, Career Development
Center Gokul Global University
Department of Physics, Institute of Aeronautical Engineering Dundigal Hyderabad
Al Azhar University-Gaza, Palestine

ABSTRACT
The present era is termed as the area of social networking, rivalry, and technology. Right now, the
whole world on this planet turns into a signal nation due to innovation in science and technology.
Most individuals use different social media platforms for a variety of objectives, including boys,
elderly people, people of all classes, from the lower class to the higher class, and both genders. In the
age of social media, when individuals may connect wirelessly without having to meet in person,
communication has evolved from the conventional oral, as in face-to-face engagement, or written, as
in letters, to the way people communicate with each other. For practically everyone, using social
media to interact with their peers, acquaintances, friends, and family has become a personal need. It
becomes an integral part of daily life. Social media has thus had tremendous impact on people's
professional as well as personal lives, including how they connect with their family, friends, and
spouses. The vast quantity of material available on mainstream social media platforms for language
acquisition has changed how people learn about the world. Now for this reason, the researcher
investigated how social media contributed to the growth of English vocabulary. The researcher
carried out a descriptive study for this objective. 120 University teachers were included in the sample
and they were chosen using random sampling technique. Utilizing statistical methods for descriptive
analysis, the data was tallied and compiled. The findings show that social media significantly
influences vocabulary development for graduate students. This study examines the paradigm change
in education, the advantages and disadvantages of utilising social media for language acquisition, and
the theoretical underpinnings of social media-based instruction. In light of this descriptive research, it
is suggested that social media is crucial for learning, particularly for learners at the college and
university levels.

Keywords: social networking, rivalry, technology, media platforms, both genders, mainstream media

1 Introduction

For learners, social media is crucial for learning. The ease with which a student may today expand their vocabulary in
the English language is due to the availability of internet resources. There are online blogs that are accessible over
the internet, and students may use them to their advantage when exchanging information (Blood, 2000). Similar to
this, Mutum and Wang (2011) also emphasised the concept that visitors submit messages and leave comments on
various topics as a result of these online blogs and social media sites, which helps learners' English language
proficiency. There are online groups that may aid with vocabulary growth and studying the English language
(Godwin-Jones, 2003).
Social media gives people the chance to connect with others and express their opinions (Gaudeul & Peroni, 2010).
Constructivist approach demands the students to utilize the social media because it keeps the learners engaged in
learning process (Kern, 2006). Ferdig (2007) also discussed significance of social media, pointing out that contact is
both required and beneficial while the process of learning a language. An efficient strategy for introducing new
concepts and terminology is necessary for a good lesson (Liang, Akhter, & Kumar, 2022). It has been shown that in
order to properly teach anything, it must be done so in a systematic and logical manner that favours learners. “The
most effective way for teaching English is conversational language instruction” (Law, 2003). Therefore, second

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language learning may not be employed successfully if a instructor adopts a technique or style of teaching that is not
in accordance with the level and comprehension of the second language learners (Yu, Akhter, & Reivan Ortiz). “For
language learners to understand one other better in classroom settings, it is essential that interest and surroundings
be structured” (Khalid, 2016). Undoubtedly, people need a medium to communicate and language provides this
medium. Language can be called a storeroom which preserves all pieces of information and passes on to the next
generation. (Abdul Halik & Rafeena, 2020).
It is not easy to clearly define when English language lengthened and progressed but this statement is not making
the history of English language ambiguous (Akhter & Nordin, 2020). French and Provencal models affected the
English language importantly during the twelfth century. Form and content were also affected. However, there was
an underlying uniformity. Since that time, countless deviations have arisen; movements in English and thought have
emerged in various nations. In spite of all these changes, the process of communication not stopped (Akhter &
Nordin, 2022).
Social media gives opportunity to its followers allows users to share their views with others in a simple and
organised manner using a diversity of electrical and rechargeable diplomacies, such as tablets, smartphones, and
computers. “It is mostly utilised for global awareness and communication” (Xiang & Fesenmaier, 2017). “Social
media is helpful for communication and information exchange since it is more accessible, usable, and convenient for
users than traditional foundations” (Pavlik et al, 2015). Social media has a significant impact on English language
acquisition since it gives students chance to practise their reading, writing, and vocabulary by reading new texts and
phrases. The teaching of English in our nation remains founded happening deuce components: (a) terminology and
(b) construction. New methods for teaching English by way of a another language are predicated on idea that
mastery of a tongue's constructions remains additional significant than terminology memorization. However, we
cannot acquire construction trendy a emptiness, and we need a large enough vocabulary to use them. Thus, the
situation converts strong that receiving a linguistic need grasping together the situation essential construction and
vigorous terminology. According to Hammer (1991), “if language structure is important and regarded as the
foundation for language acquisition, then the function of vocabulary cannot be ignored. It gives the language its
lifeblood and body”. The expansion and increase of linguistic vocabulary are also necessary for language acquisition.
The second learning is heavily reliant on vocabulary growth in the English language as well as structure learning.
Online games may assistance English language students surge their terminology in a supple and relaxed situation.
The attention that English language students take aimed at the education procedure remains enlarged through these
connected games. As a result, knowing the English language's vocabulary is crucial and takes precedence over
studying its grammatical structures. Now it is also evident from the discussion above that social media foundations
deliver English language learners a lot of options so they may develop their language learning abilities and
competencies in a methodical way.
Shahid (2016) asserts “four points on the nature of words and many meanings, including the fact that, apart from
extremely technical phrases, nope 2 arguments across languages take the similar range of meaning. Therefore, literal
translation is inaccurate and may result in twisted meaning. The second issue is that there are relatively few words in
English that have only one meaning. It may surprise you to learn that the term "table" has 91 different definitions.
The third argument is that the context in which a word is employed determines its meaning. Consider the word
"get" and take notice of how expressions like "get up," "get rid of," and "get into" alter its meaning. As a result, the
meaning of the word "obtain" differs depending on the situation. The fourth issue is that no language has precise
synonyms, making it impossible to switch one term for another. Despite the fact that sea and ocean are
interchangeable, one is employed for a distinct effect that the other cannot provide. The same applies to "right" and
"correct," "handsome" and "beautiful," etc”.
Social media as an educational tools
Mainstream social media stages alike Twitter, Facebook, Instagram, and others offer their users a wealth of
information. As a result, social media "take over the curb of the bodily biosphere" via contribution an infinite
amount of information to language learning that transforms how people learn about their surroundings” (Baſöz,
2016). In terms of schooling, Kessler (2013) states that this knowledge provides us with access to an infinite number
of relevant, real-world, and varied language activities. It is required of language instructors to actively engage and
interact with it as a useful tool for language acquisition. Conferring to Allam and Elyas (2016) in their study, “social
media brings about an exemplary change in teaching around the world, emphasising new criteria such as
cooperation, personalisation, and user-generated material. With this knowledge, instructors may use social media as
one of the instruments for language acquisition within those new constraints”.

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Numerous studies have shown the benefits of utilising social media by way of an instrument aimed at language
attainment, but they have also noted a number of drawbacks that may make it more difficult to achieve language
learning objectives. It is crucial to see social media as having two opposing sides since it may both provide us fresh
perspectives on language acquisition and hide dangers. Alternatively, technology, including social media, should not
be seen as "a magical shot to fix educational issues, nevertheless somewhat by way of an influential instrument that
might take both good and bad influence, and that must be judiciously explored." Therefore, it is now up to language
instructors to create social media-based learning that accommodates its beneficial function while also minimising
issues that might occur with it in language learning.
Positive Effects of social media
Below are some advantages of using social media in language education:
1. Help improving students’ motivation: Social media usage is said to increase pupils' drive to study. Social media
for education has become an amusing action. The enhancement of pupils' motivation is a result of these favourable
views toward social media.
2. Encourage pupils to work with their classmates throughout the world: Social media's key advantage is that
it makes it easier for pupils to work together. Students may now collaborate with classmates across the world since
social media also eliminates geographic boundaries among language learners worldwide. As a consequence, it
improves interactions and connections between students and between students and schools, which also enhances
students' social interactions.
3. Convenience: Social networking is reportedly handy for students to utilise. It is simple to use, useful, and
accurate for reflecting current events. (Sah, 2015).
4. fit the character of the current generation: Most of our pupils grew up on the internet. They were created in
the technological age, and social media is an integral chunk of our kids' lives. As a result, adopting social media as a
language learning tool is appropriate given that our students are digital natives.
5. Allow information and ideas sharing: Students may communicate with classmates inside and outside of the
classroom via social media. It provides students with the chance to solicit more responses from across the globe, so
increasing the variety of information and criticism they get.
6. Provide new insights in learning: social media provides us with fresh learning perspectives (Sah, 2015). The
lack of accessible educational resources can no longer be justified since they are all around us.
Negative effects of using social media as language learning tool
However, development of new media also poses some difficulties and problems to the students and the teachers:
1. Inadequate facilities: It is unable to provide all the facilities required for face-to-face learning. Certain resources,
like an internet connection and technological gadgets, are needed for online learning. Some schools struggle to
provide these amenities, making it impossible to carry out language study.
2. Social media addiction: Addiction is one of the main issues with social media use, both within and outside of
the classroom. Pupils may grow social media habits if they remain not correctly overseen and directed through their
parents or lecturers. The absence of formative guidelines for the new digital media instruction is another factor
contributing to addiction.
3. Biggest diversion in educational learning: It is also reported that social media is one of the biggest diversions
to pedagogical activity. Students tend to use social media outside of educational purposes when engaging in
classroom activity.
4. Students’ false assumption of multitasking: Some students could assert that they are able to multitask while
utilising social media and studying. However, in practise, things usually work out the opposite way around.
5. Teacher’s recognition and perception towards the problems: Teachers may respond in many ways to this
student's issues with utilising social media in the classroom. Some educators may outright forbid students from
using social media during class activities or choose to ignore the issues entirely.
6. Teachers’ reluctance to accept changes. cling to outdated techniques Teachers struggle with how to cope
with social media usage in the classroom, in addition to kids. One of them is the resistance of instructors to adapt
and adopt new teaching methods. Typically, this view results in the second issue listed below.
7. False assumption of effect of social media on students: Using social media in the classroom, some instructors
have misconceptions. They continue to believe that social media will only have a detrimental impact on kids'
learning after refusing to utilise it in the classroom.
8. Create difficulty in maintaining real-life interpersonal relationships: Students who use the Internet too
much might discover it problematic to contribute in social actions. As a consequence, students may struggle in real-
world situations to sustain personal relationships and perform successfully in society.

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9. The wellbeing of students may be impacted: The wellbeing of students may also be impacted by excessive
social media use. Sleep issues, sadness, stress, health issues, sicknesses, and lowered self-esteem are a few instances
of this (Anderson, 2001 in Sah, 2015).
10. It could have an impact on students' grades: If such issues continue, it is apparent that they will ultimately
have an impact on students' grades (Scanlon &Neumann, 2002 in Sah, 2015). Ironically, social media actually makes
learning among kids worse rather than better.
11. Plagiarism: Plagiarism is a different issue that is prevalent among pupils. Without giving acknowledgment to
writers, students may readily steal certain online items (such as assignments) by simply copying and pasting them.
12. Bad impact on students’ creativity: It affects the creativity of students. Students copy all required data from
internet and rephrase these data by using different tools of social media. Students are quitting the habit of reading.
Problem Statement
The undertaken study aims at to highlight the importance of social media in education at advanced level. The part of
social media cannot be denied in improving the vocabulary of foreign language learners. EFL/ESL face many
problems in developing English vocabulary. Language teachers use different traditional methods to improve the
vocabulary of their students but they do not get results. Students feel bored and don’t take interest in traditional
methods. Now, all nations are paying attention to the modern and latest methods for educating their learners. The
use of social media in Education sector is one of them. With the help of social media, vocabulary issues can be
addressed. It is admitted fact that students take interest in the classes where social media is used for language
learning purpose. Social media plays an effective part in developing the vocabulary of EFL/ESL pupils.
Thus, the present study intends to solve the vocabulary issue with the help of different tools of social media. It is
useful at all stages pupils for vocabulary growth but the present research focuses on the university level students.
Objectives of the Study
1) To examine the role of social media in vocabulary development for graduate students.
2)To shed light on the views of university teachers towards the use of social media at graduate level.
Research Questions
1) What is the role of social media in vocabulary development of English language for graduate students?
2) What are the views of university teachers towards the use of social media at graduate level?

2 Literature Review

The literature Review section highlights the importance of social media in education. Different apps of social media
are facilitating students and teachers in education. Since their creation, these sites and Apps have steadily risen to the
top of the most visited lists on college campuses all over the world. Due to the expansion of these social media
platforms and their rising popularity, both ESL teachers and adult learners are becoming more and more aware of
the notion and issue of social networking. On social media, adult learners may quickly access any pertinent
information and desired knowledge.
According toPascarella and Terenzini (1991), “a rising number of professors at Lee University have been seen to
have Facebook pages. The most successful and persuasive professors are those who develop a casual rapport with
their pupils. Many studies over the last few decades have revealed that interactions between students and instructors
have a significant influence on students' success in both the intellectual and social spheres. Additionally, students
from the millennial age are social media experts who are digital natives and who are entering higher education.
Businesses and other organisations want highly proficient candidates in technologies. The transition to richer media,
such videos and blogs (vlogs), is evaluated”.
Social media implementation in higher educational contexts comes with certain warnings (Robbins-Bell, 2008).
Moreover, a 2007 study through advertising agencies like Noel-Levitz and James Tower and the National Research
Center for College and University Admissions (NRCCUA) originate that” students of colour uttered predilection
for electrical communiqué and a superior attention in by means of social networking to interrelate by schools and
agree whether to enrol, compared to their white counterparts” (Livingstone, 1999). Because of this, schools and
universities are starting to use social media and understand benefits and consequences including it in their entire
marketing strategy.
We'll learn about few of the greatest well-known social media platforms in this tutorial, such as Facebook, MySpace,
YouTube, Flickr, Twitter, blogs, and Del.icio.us. In response to poll directed in July 2008, 138 colleges and
universities provided information on the social media platforms they used most often, how they used them to

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approach their mark viewers, and which section(s) within the institution were in charge of maintaining them. “This
manual will examine the literature that has already been published on the issue, point out advantages and
disadvantages of social media use, and go through best practises, suggestions, and things higher education marketers
should keep in mind” (Junco & Cole‐Avent, 2008). Students might afterwards get advantage from online materials
and lessons that are distributed through social networks and learning management systems.
Through social media, people may communicate with others, express their opinions, and establish connections with
other users (Pilli, 2014). The use of social media is crucial for ESLLs since it encourages engagement and is highly
beneficial in the target language throughout the English learning process. “It has a significant pedagogical
implications to enhance language consciousness, grammar, vocabulary, and fluency” (Wu & Wu, 2011), developing
language competence (Dahdal, 2020), and providing chances for learning and practising language skills (Thorne, S.L.
2010). “As a result, recent studies originate that the usage of well-known social media Apps help ESLLs to
cooperate with others” (Al Arif, 2019). As a result, this literature review provides a clear picture of how adult ESL
learners use social media to actively and purposefully develop and strengthen their English language abilities. In
order to analyse and explore the current challenging and growing difficulties in this research area as well as their
answers, the additional study begins by evaluating the restricted exposures and references listed above. This post is
not intended to in any way, shape, or form alter the nature or public perception of any apps, websites, or social
media platforms.

3 Methodology

The research was descriptive in nature and tried to analyse the function social media plays in the university-level
vocabulary development of the English language. The whole teaching staff who were graduate-level English
instructors made up the population. 120 professors were selected as sample of the study who were actively teaching
at graduate-level. A self-made survey stood utilised through the investigator to fold information, and afterward that,
the information remained statistically assessed to deliver a valid study assumption.

4 Result and Discussion

The primary source of data collection included questionnaire addressed to the teachers who are currently teaching
English at university level.
Table 1: English language Vocabulary can be improved with the help of social media
Frequency Percentage
Strongly agree 45 37.5
Agree 39 32.5
Strongly Disagree 19 15.83
Disagree 12 10
Undecided 5 4.16
Total 120 100.0

The data highlight the role of social media in English language vocabulary development because 37% respondents
are ‘Strongly Agreed ‘and 32% are agreed to statement that social media plays a central role in vocabulary
development. 15 % are ‘strongly Disagreed’, 10 are disagreed and only 4% of the respondents remained ‘Undecided’.
Table 2: University students feel difficulties in using social media.
Frequency Percentage
Strongly agree 15 12
Agree 16 13
Strongly Disagree 46 38.33
Disagree 38 31.66
Undecided 5 4.16
Total 120 100.0
The data indicate that 38 % respondents are ‘Disagreed’ to statement that university English language learners feel
difficulty in using social media while a majority of 31% strongly disagreed to the statement. 4% respondents stayed

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‘Undecided’. 13 % respondents ‘Agreed’ to the statement, only 12 percent respondent ‘Strongly Agreed’ to t
statement.

Table 3: Students at university level use social media for English language vocabulary development.
Frequency Percentage
Strongly agree 45 37.50
Agree 38 31.66
Strongly Disagree 20 16.66
Disagree 11 9.16
Undecided 6 5
Total 120 100.0

The data highlight that out of 120 respondents, 20 (16.66%) ‘Strongly Disagreed’ to statement, while 11 (9.16%)
respondents ‘Disagreed’ to statement that university level English language pupils utilize several social media sources
for English language vocabulary expansion. Another 5 (5%) respondents remained ‘Undecided’, although 38
(31.66%) ‘Agreed’ and another 45 (37%) respondents were found ‘Strongly Agreeable’ to the statement.

Table 4: University students find less opportunities to improve Vocabulary while using social media.
Frequency Percentage
Strongly agree 38 31.66
Agree 30 25
Strongly Disagree 20 16
Disagree 26 21.66
Undecided 6 5
Total 120 100.0

The data indicated that out of 120 respondents ,20 (16%) respondents ‘Strongly Disagreed’ to statement that there
are less opportunities for vocabulary expansion of English language at graduate level. 26 (21.66%) respondents
‘Disagreed’, whereas 6 (5%) respondents remained ‘Uncertain’. 30 (25%) respondents ‘Agreed’ while 38 (31.66%)
respondents ‘Strongly Agreed’ to statement.

Table 5: Among students, at university level, students show less interest towards social media.
Frequency Percentage
Strongly agree 18 15
Agree 12 10
Strongly Disagree 43 35.83
Disagree 39 32.5
Undecided 8 6.66
Total 120 100.0

The data reveal that out of total number of 120 respondents, 43 (35.83%) ‘Strongly disagreed’; while another 39
(32.5%) respondents ‘Disagreed’ to statement that students show less interest in use of social media university level.
8 (6.6%) respondents remained ‘Undecided’, 12 (10%) respondents ‘Agreed’ to statement and the remaining 18
(15%) respondents ‘Strongly Agreed’ to the statement.

Table 6: University students find social media more interesting than books reading to improve vocabulary.
Frequency Percentage
Strongly agree 48 40
Agree 42 35

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Strongly Disagree 18 15
Disagree 8 6.66
Undecided 4 3.33
Total 120 100.0

The data reveal that out of 120 respondents, whereas 48 (40%) ‘Strongly Agreed’, 8 (6.66%) ‘Disagreed’ to statement
that the use of social media has become entertaining as compared to books reading at graduate level for students. 4
(3.33%) respondents remained ‘Uncertain’. Though, 42 (35%) agreed while 18 (15%) ‘Strongly disagreed’ to given
statement.

Table 7: social media is an effective tool which provides vocabulary along with words and images
Frequency Percentage
Strongly agree 59 49.16
Agree 45 37.5
Strongly Disagree 8 6.66
Disagree 4 3.33
Undecided 4 3.33
Total 120 100.0

The data highlight that out of 120 respondents, 4 (3.33%) respondents ‘Disagreed’ and 4 (3.33%) stayed ‘Uncertain’
to given statement. Another 45 (37.5%) respondents ‘Agreed’, though remaining 59 (49.16%) ‘Strongly Agreed’ to
given statement. 8 (6.66%) remained strongly disagreed.

Table 8: Graduate students find social media an easy way to develop English vocabulary.
Frequency Percentage
Strongly agree 62 51.66
Agree 51 42.5
Strongly Disagree 2 1.66
Disagree 5 4.16
Undecided 0 0.00
Total 120 100.0

The data indicate that out of 120 respondents, 2 (1.66%) respondents ‘Strongly Disagreed’, though 5 (4.16%)
respondents ‘Disagreed’ to statement that social media is an easy way for expansion of English vocabulary at
graduate level. 0 (0%) respondent remained ‘Uncertain’. A fairly large number of 51(42.5%) ‘Agreed’ and remaining
62 (51.66%) ‘Strongly Agreed’ to statement.

Table 9: Students remain energetic while using social media in the process of learning language.
Frequency Percentage
Strongly agree 52 43.33
Agree 44 36.66
Strongly Disagree 9 7.5
Disagree 12 10
Undecided 3 2.5
Total 120 100.0

The data placed in table 9 reveal that out of 120 respondents, 44 (36.66%) respondents ‘Agreed’ and 52(43.33%)
‘Strongly Agreed’ to statement that the students do not feel any boredom while using different social media sources
for English language learning at university level. 3 (2.5%) respondents remained ‘Undecided’. While 12(10%)
respondents showed their disagreement to given statement. 9(7.5%) were strongly disagreed.

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Table 10: social media is not useful tool for English learners to communicate with native speakers of English
language.
Frequency Percentage
Strongly agree 12 10
Agree 25 20.83
Strongly Disagree 35 29.16
Disagree 45 37.5
Undecided 3 2.5
Total 120 100.0

The data indicate that 35 (29.16%) respondents ‘Strongly Disagreed’. 45(37.5%) were ‘Disagreed’ and 3 (2.5%)
respondents remained ‘Uncertain’ to statement. 25 (16.3%) ‘Agreed’ and remaining 12 (10%) respondents were
found ‘Strongly Agreed’ to given statement.

Table 11: social media helps English learners improving overall skills of English language with the development of
vocabulary.
Frequency Percentage
Strongly agree 37 30.83
Agree 40 33.33
Strongly Disagree 22 18.33
Disagree 18 15
Undecided 3 2.5
Total 120 100.0

The data indicate the responses of 120 respondents to statement that social media helps English learners improving
overall skills of English language with the development of vocabulary. 22 (18.33%) respondents ‘Strongly
Disagreed’, 18 (15%) respondents ‘Disagreed’ and 3 (2.5 %) remained ‘Undecided’. Moreover, 40 (33.33%)
respondents ‘Agreed’ and the remaining 37 (30.83%) respondents ‘Strongly Agreed’ to the statement.

Table 12: social media does not facilitate the learners to enhance the vocabulary of English language.
Frequency Percentage
Strongly agree 12 10
Agree 15 12.5
Strongly Disagree 47 39.16
Disagree 40 33.33
Undecided 6 5
Total 120 100.0

The data reveal that social media is helpful for pupils in English language vocabulary development. 47 (39.16%)
respondents ‘Strongly Disagreed’, 40 (33.33%) respondents ‘Disagreed’, while 6 (5%) respondents remained
‘Undecided’ to the statement that the social media in not helpful in English language vocabulary development. 15
(12.5%) respondents ‘Agreed’ whereas the remaining 12 (10%) respondents ‘strongly Agreed’ to the statement.

Table 13: social media is useful improving the competency of leaners in education at higher level in English
language vocabulary development.
Frequency Percentage
Strongly agree 43 35.83
Agree 36 30
Strongly Disagree 14 11.66
Disagree 20 16.66
Undecided 7 5.83
Total 120 100.0

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The data indicate that social media is useful improving the competency of leaners in education at higher level in
English language vocabulary development. The total among 120 respondents, 14 (11.66%) respondents ‘Strongly
Disagreed’ and 7 (5.83%) respondents remained ‘Undecided’. However, 36 (30%) respondents ‘Agreed’ and a
sizeable number of 43 (35.83%) respondents ‘Strongly Agreed’ to the given statement.

5 Results and Findings

The finding and results of the study and results show that social media is important for the vocabulary expansion of
English learners at graduate level because it makes it easier for them to learn new words and vocabulary that are
appropriate for their level of language learning, makes reading books and other text materials easier for them, and
piques their interest in learning the language. Similar to this, the study's results showed that young university-level
learners found it simpler to utilise social media than books or other text resources when borrowing books for
vocabulary development from the library. To expand their vocabulary of the English language, however, students
may utilise social media platforms like Facebook, Twitter, Flickr, YouTube, WhatsApp, and many other ones. They
can also see images of objects via online media. It is proved by the findings of the quantitative research that social
media has become a main tool in education sector. Now it is the need of the day that all nations should use to
improve the performance of their learners and instructors. Not only in vocabulary development, it is used, it can be
used to improve overall skills of English language. Even the efficacy of learners in all subjects can be bettered with
the help of social media. It can expand the knowledge of learners about every field. Only one thing is needed to use
social media for students, teachers and parents have keep an eye on students and advise them to use it carefully. The
students should be advised to use it for positive purpose only.

6 Conclusion

Following the successful conclusion of this descriptive research, it remained determined that social media plays a
noteworthy influence in the growth of English vocabulary at the university level. Social media helps English
language pupils obtain innovative arguments and idioms and enhance their vocabulary, therefore its function in
vocabulary growth is alike the illumination of the day. Social media effects positively the learning of English
language. The growth of new media has several advantages for English teaching and learning. The following are
some benefits of utilising social media in language learning that have been noted in studies. It contributes to
boosting pupils' motivation. Social media usage increases pupils' drive to study. Social media education is gotten as
a amusing action by pupils. The enhancement of pupils' motivation is a result of these favourable views toward
social media.
It encourages children to collaborate with peers throughout the world social media's key advantage is that it makes it
easier for pupils to work together. Students may now collaborate with classmates across the world since social media
also eliminates geographic boundaries among language learners worldwide. As a consequence, it improves
interactions and connections between students and between students and schools, which also enhances students'
social interactions. It is very Convenient to use. Social networking is reportedly handy for students to utilise. It is
simple to use, useful, and accurate for reflecting current events. It fits the character of the current generation. Most
of our pupils grew up on the internet. They were created in the technological age, and social media is an integral part
of our kids' lives. As a result, adopting social media as a language learning tool is appropriate given that our students
are digital natives (Zhang, Akhter, Al-Abyadh, & Cong, 2022). It permits the exchange of ideas and information
Students may communicate with classmates inside and outside of the classroom via social media. It provides
students with the chance to solicit more responses from across the globe, so increasing the variety of the
information and criticism they get. It offers fresh perspectives on education. Social media provides us with fresh
learning perspectives (Sah, 2015). The lack of accessible educational resources can no longer be justified since they
are all around us.

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Central European Management Journal ISSN:2336-2693 | E-ISSN:2336-
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