THE RELATIONSHIP BETWEEN SOCIAL MEDIA USE AND ENGLISH PROFICIENCY OF PREPARATORY CLASS STUDENTS: A MIXED-METHOD STUDY

Date

2026-3-13

Author

Can, Osman

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The aim of this study is to investigate the relationship between social media use and English language proficiency among university preparatory class students by conceptualizing social media as an informal learning environment. Adopting a convergent parallel mixed-methods design, the study sought to examine both general patterns of social media use and learners‘ perceptions of engaging with English outside formal classroom settings. For this purpose, quantitative data were collected through a questionnaire examining students‘ social media usage patterns, perceived contributions of social media to specific language skills, and attitudes toward informal English learning, alongside placement test scores aligned with CEFR proficiency levels. Qualitative data were gathered through semi-structured interviews conducted with preparatory class students in order to explore their experiences, perceptions, and self-reported practices related to engaging with English on social media platforms. The quantitative and qualitative data sets were analyzed separately and then integrated to identify areas of convergence and divergence. Quantitative data were analyzed using descriptive statistics and inferential tests in SPSS, while qualitative data were examined through thematic content analysis. The findings revealed that social media was widely used by preparatory class students and was generally perceived as an accessible, engaging, and low-pressure environment for encountering English. Students reported that social media contributed primarily to the development of receptive language skills, particularly listening and vocabulary, as well as increased motivation and confidence in using English. While the frequency of social media use alone did not demonstrate a strong relationship with English proficiency levels, learners who reported more intentional engagement with English-language content tended to demonstrate slightly higher proficiency outcomes. Qualitative findings further indicated that engagement with English on social media was predominantly passive, with limited opportunities for productive language use. Overall, the results suggest that social media can function as a complementary resource for informal English learning when learners engage with content purposefully, highlighting the importance of learner awareness and intentional use in maximizing its educational potential.

Subject Keywords

Social media, Informal language learning, English proficiency, preparatory class students, mixed-methods research

URI

https://hdl.handle.net/11511/118781

Collections

Graduate School of Social Sciences, Thesis