Using Social Media To Promote EFL Learners' Speaking Skill: Perceptions From Both Teachers and Learners

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Using Social Media to Promote EFL Learners' Speaking Skill: Perceptions from
both Teachers and Learners
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International Journal of Advanced Research in Education and Society
e-ISSN: 2682-8138 | Vol. 2, No. 1, 74-84, 2020
http://myjms.moe.gov.my/index.php/ijares
Using Social Media to Promote EFL Learners’ Speaking Skill:

Perceptions from both Teachers and Learners
Rabeya Khatun Mitu
Department of English, Asian University of Bangladesh, Dhaka, Bangladesh
Corresponding Author: rabeyakhatunmiitu@yahoo.com
Accepted: 1 April 2020 | Published: 15 April 2020

_________________________________________________________________________________________
Abstract: With the advancement of technology, social media has been a great source in the
field of education. Through the blessing of social media (Facebook, Twitter, WhatsApp,
Instagram, Imo, Messenger and so on), people are able to exchange their feelings, emotions,
liking, disliking everything with other disregard to distance. It is a great means in the process
of L2 learners’ communication skill development. Thus, the aim of this paper is to see the
significance of social media to promote Bangladeshi university learners’ speaking skill based
on the perceptions from both teachers and students. For this descriptive study, data have
been collected through questionnaires designed by the author. The data have been collected
through google form where the participants are 100 EFL (English as a Foreign Language)
university teachers and 100 university students. The result of this study shows that social
media has a great importance to both teachers and learners to develop learners’ oral
proficiency. Both teachers and learners show their positive attitudes towards the use of
different social sites in the process of learners L2 speaking skill and day by day such use of
social media is gaining a growing tendency. The result of this study will give benefit to the
EFL teachers and policy makers to be more concerned with a positive attitude about how to
use social sites more effectively in EFL classroom to enhance learners’ L2 skills, especially
oral skill.
Keywords: Social media, EFL context, Oral proficiency, EFL teachers, EFL learners
_________________________________________________________________________
1. Introduction
Among all the inventions of modern science, internet is the pivotal one without which most
of the scientific innovations would not function properly. Life based on internet refers to the
necessity of electronic devices like PC, tablet, android phone, laptop etc. through which we
can share our thoughts, feelings, emotions and send pictures to others. There are so many
social networking sites that are based on web and internet, such as Facebook, WhatsApp,
IMO, LinkedIn, Twitter, Skype, WeChat, Instagram, Viber and so on which are used for
teaching and learning purposes apart from being used as sources of communication among
the human being of the world. Nowadays, such applications are used at the university level
students to teach them English and the existing literatures show a tremendous development of
the learners’ oral performance through the use of theses social networking sites. A sizeable
number of students at the university level use such networking sites for developing their
English language proficiency. The use of such networking sites does not merely improve the
oral skill of the learners, rather develops their reading, writing, listening skills, syntactic
knowledge, grammatical knowledge and also builds a strong foundation of their vocabulary
that allow the learners to speak fluently without thinking much. The most notable part of
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web-based learning through social networking sites is that these allow learners to be
independent and self-reliant in terms of speaking, writing, reading etc. since they become
able to automatically correct their own mistakes. These allow them to learn at anywhere they
are in if they intend to learn without facing any trouble of having an interlocutor.
The integration of such networking sites instills motivation among all the learners specially
those who would be very much absent minded before when teachers would come to the
classes and chalked and talked method was followed. Such technological innovation in the
education sector made the traditional teachers to innovate the new teaching methodology to
be integrated in the classroom with the learners need so that they can provide learners with
their expected learning outcomes otherwise such teaching staff will be considered unfit for
teaching in this competitive era when the world is advancing always keeping pace with the
demand of time. Before the innovation of such digital way of learning, learners were
extremely dependent on reading in the library or their instructors to come and solve their
problems, but such innovation in education particularly in English language teaching has
been reckoned as a milestone that make the learners independent thinkers. Moreover, learners
have the opportunity to learn through gossiping, chatting, collaboration, group chatting,
cooperation with their friends at any time when they feel it convenient for them without
having no fear of asking and being scolded by the teachers (Namaziandost & Nasri, 2019).
This allows them to learn in a natural setting where they feel no pressure from the upper side.
Thus, such types of self-directive learning atmosphere accelerate learners English speaking
skill.
In terms of measuring learners’ language proficiency, the first and foremost measuring
component is to see the oral performance of the learners. Since a learner at any place or any
social gathering at first needs to show his intellect through his language by doing verbal
communication with the people around him. To improve learners’ oral proficiency, among
many other techniques the use of social networking sites is very time tested and time
demanding in this age of technology as these allow learners to enhance their input through
subject related knowledge by sharing their experiences and daily life events with their group
partners and those teachers who use such web-based applications. Such social networking
sites are creating a very good opportunity to learn for both learners and teachers (Aydin,
2014; Rios & Campos, 2015). They give a very nice platform for languages and cultures
which enable learners to think critically in the process of meaning making (Chun, Smith, &
Kern, 2016). Among these, comparatively Facebook and Twitter pave the way for the
learners to make them engaged with native speakers and authentic materials (Shafie et al.,
2016).
Such learning platform is totally a learner centered teaching technique where learners can
upgrade their own thinking insight and get assistance immediately about any problems from
their mates. Such platform motivates the learners and motivated learners learn language
very faster than less motivated learners (Alam et al., 2017) and lack of motivation leads
learners to drop out from their study (Milon et al., 2018). Considering the undeniable
necessity of using social networking sites in teaching-learning English language, a good
number of studies have been carried out throughout the world where researchers intend to
analyze how such use can be more effective in terms of enhancing learners’ communicative
competence. In line with this notion, Bangladeshi scholars have also been trying address
such issue of learning English through social networking sites with a great deal of concern.
In Bangladesh, learning English has been an integral part of the learners since their primary
education. Unlike other subjects, it is a compulsory one which failure in the final
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examination hindrances learners’ promotion to the next or upper class.
Therefore, from the very beginning of the learners’ study life, the parents, teachers and the
authority of the institutions become much aware of how to improve the communicative skill
of the learners. But as a matter of fact, after completing 12 years of schooling of learning
English when learners enter the university education, a vast number of students are noticed
less proficient in terms of speaking English properly. Such disappointing situation creates
panic among the EFL scholars how to improve the oral proficiency of the university
students since after the completion of their university education they are thought to
commence another phase of their life when they will face interview for job sectors. As a
result, EFL scholars see the use of social networking sites for the improvement of the oral
proficiency of university learners and in this regard a handful amount of studies have been
carried out in the context of Bangladesh that saw the necessity of using social networking
sites from only learners’ point of view or from only teachers’ point of view.
However, very few studies have investigated the importance of social networking sites both
from the perspective of teachers and learners at university level. Thus, the objective of this
study is to see the perceptions of both teachers and students of using social networking sites
(Facebook messenger, Instagram and IMO) for developing oral proficiency of the university
level students of Bangladesh. Data for this study have been collected through survey
questionnaires by using google form where the participants are 100 university students from
English discipline and 100 EFL university teachers. Then the collected data have been
analyzed through a quantitative manner to see the perceptions of both teachers and students.
The research is expected to add value to the existing literature pertinent to importance of
social networking sites in terms of developing learners’ oral skill in the context of
Bangladeshi universities and it will give policymakers and teachers an insight so that they
can come to rethink the use of social networking sites for teaching and learning English
language in an extensive manner.
2. Literature review
The latest technological innovation has made the life so easy as people can access and
acquire so many things within a click that was totally impossible hundred years back. The use
of social networking sites and web-based application in the field of education has made our
learning very comfortable where learners become self-directive and independent. English
learning throughout the world has been blessed with this touch of innovative technology.
Such networking sites make us connected with others in a harmonious manner and similar
perspectives (Nasri, Biria & Kamiri, 2018). Because of their extensive use in English
learning, social networking sites have gained the close attention of both teachers and learners
as a means of improving speaking skill of the learners. Most of scholars see the main
objective of learning English is to gain the capacity of solving the purpose of communication
with others (Nasri & Biria, 2017), because gaining the oral capacity of an unknown language
is not as easy as general people might think.
Speaking ability is seen as a way to introduce a person with other people living in the society.
According to Chaney (1998), speaking is "the way toward structure and sharing importance
using verbal and non-verbal images, in an assortment of settings" (p. 13). Speaking is such a
means of communication that incorporates accepting, sharing and creating data (Brown,
1994; Burns & Joyce, 1997). This oral skill of human being makes people capable to be
connected socially with others. Oral proficiency is a social and circumstance based action that
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is the best way of communication (Thornbury, 2005; Azadi, Biria & Nasri, 2018). Although
all the four skills of English language are highly valued, yet speaking is considered as the
most vital one since a fluent speaker gets easy access to everywhere of the world. For
instance, while an individual is going for traveling the world, he must need good fluency in
English if he thinks a trouble free travel. Because of its global acceptance, oral proficiency of
English measures a person’s social status. Speaking does not necessarily mean to utter words,
rather it refers to the meaningful organization of words following the basic rule of sentence
that expresses a certain meaning. In spite of having a great importance of English fluency, it
has been neglected in most of the non-native countries where other skills are given more
importance rather than oral skill. However, in the recent two decades, scholars are in the way
of giving a great concern how to develop learners’ oral skill (Hosseini, Nasri, & Afghari,
2017).
Good command over oral skill of English determines one’s position in the society, in the job
field and in other spheres of life. Baker and Westrup (2003, p.5) express that "a learner who
can communicate in English well may have more prominent possibility for further instruction,
discovering work and picking up advancement". Speaking capacity triggers a learner to
achieve his desired goal in the way of his life cycle. According to Gutierrez (2005), for
exchanging views among themselves, learners speak with others regularly and this oral skill
is a vital way through which learners can make new friends or they can lose friends. To
develop such skill, instructors help is very essential as they are guiding the learners to the
right track while they face any troublesome situations. Language instructors can help students
to improve their English abilities in so many ways, such as by motivating, engaging,
information sharing and so on (Alam et al., 2018).
Apart from instructors’ effort, learners can learn English through the use of social networking
sites, such as Facebook, WhatsApp, Twitter, IMO, Instagram etc. Among all the social sites,
in the context of Bangladesh learners are very prone to use Facebook messenger, Instagram
and IMO. So, they use these to develop their oral proficiency. Such sites allow learners to
drop separations, abbreviate time and create the whole world visualized like a mini electronic
screen (Al Musa, 2002). Learners who are using modern technology for their learning process
are seen as superior to those who reluctant to technology and are using traditional method of
learning (Akinola, 2015; Pichette, 2009). Studies show that learners who use technology for
developing their English proficiency are advancing rapidly compared to those who do not
like to use technology in this regard (Haigh, 2010; Levy, 2009).
Social networking sites in the field of English education is a blessing of latest technology
where learners need to have electronic devices with active internet connection. The extensive
use of such networking sites might cause problems too to the learners’ way of life. But their
good sides win on their bad sides considering their necessity in learning English. Because of
their importance, many studies have been carried out to see the influence of Facebook and
Twitter on language learning and they coined a word like ‘twitteracy’ that is meant for twitter
and literacy (Aydin, 2014; Buga, Căpeneaţă, Chirasnel, & Popa, 2014; Greenhow & Gleason,
2012) since twitter can be used as to accelerate learners’ literacy. Facebook develops EFL
learners’ content and language knowledge ability (Eren, 2012; Shih, 2011, 2013), makes a
good rapport between students and teachers (Aydin, 2014; Ekoc, 2014) and provides
opportunities for language teachers self-development (Mahadi & Ubaidullah, 2010). In their
study, Hasan et al. (2019) assert that among all the networking sites, Facebook plays the most
vital role through which learners are able to learn English informally. However, through such
social sites learners sometimes learn inappropriate language structures which is marked as
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bad side of learning through web-based applications (Kabilan, Ahmad, & Abidin, 2010). In
this case, teachers’ guidance is useful for learners proper learning. While teachers intend to
use social sites as a means of teaching, they should consider learners need and learning ability
matched with curriculum (Kent & McNergney, 1999). Instagram is also a good source of
language learning. Al-Ali (2014) finds that Instagram motivates students to be very creative
in terms of improving their writing skill. Because of the wider use of such social networking
sites, Bangladeshi university EFL students and teachers are advancing rapidly towards using
these for improving their oral English proficiency.
3. Methodology
This current study is a survey based quantitative study. The population of the study are 100
EFL teachers and 100 EFL students from different private universities of Dhaka, the capital
city of Bangladesh. Data have been collected through survey. According to Dana Lynn
Driscoll (2011), a survey is a study “where you can gather information about people’s beliefs
or behaviors; the information you collect is not first-hand (like an observation) but rather self-
reported data.” The participating students are ungraduated students of English department
aged between 18 to 30 years who are from different parts of the country and who are mostly
at their 3rd to 6th semesters. The participating teachers are EFL teachers who have been
teaching English for many years. Since the random sampling procedure have been used for
data collection, so both male and female students and teachers have joined in the survey and
the survey was conducted in 2018/2019 academic year.
As the study intends to find out the perception of both teachers and students towards the use
of social networking sites for the development of English speaking skill, so all the
questionnaires were made focusing the content of the study. Before throwing the
questionnaire for collecting data, the questionnaires went through a pilot test where those
were given to 7 students and 3 EFL teachers to see the understandibility and by this the
validity of the questionnaire has been tested. A good research always depends on good a
tested research instruments. It is often assumed that “the backbone of any survey study is the
instrument used for collecting data” (Dornyei & Ushioda, 2011). Therefore, the study has
formed two sets of questionnaires; one is intended for teachers and the other for students.
Almost the same questions were asked with a slightly different style. The collected data has
not been analyzed through any complicated statistical tool like, AMoS, Stata, NVivo, SEM,
Smart PLS or SPSS, rather they were analyzed by the researcher followed by the higher,
lower and mean value by using percentage since the researcher intends to make the study for
the average students and common people to understand the results very clearly so that they
can understand the importance of the use of social media for developing learners’ English
speaking skill. If the results of any study are placed in a complicated way, most of the times
they do not give any feedback to the society.
4. Results and discussions
The discussion of questionnaires for teachers

Teachers’ questionnaires are set for getting the information of their own perceptions and
students’ tendency to use social media in their language classroom for developing their
speaking skill. The questionnaires were given to 149 teachers where 113 teachers responded.
From 113, after leaving those where there were missing values 100 were selected to analyze
the data. Six questions were administered in this regard. Table 1 shows the answer of the
teachers to the questionnaires.
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Table 1: Teachers’ feedback to the questionnaires

Question 1. How often do you use Social media in your everyday life?
Frequency of Use Absolute Percentage
Frequency
Always 65 65 %
Sometimes 25 25 %
Rarely 7 7%
Never 3 3%
Question 2. Have you ever used social media in the field of education?
Frequency of Use Absolute Percentage
Frequency
Yes 87 87 %
No 13 13 %
Question 3. Do you suggest learners to learn through the use of social media?
The use of S.N to Absolute Percentage
communicate with Frequency
learners
Always 35 35 %
Sometimes 56 56 %
Rarely 6 6%
Never 3 3%
Question 4. Among the different types of social media, there are social media that are mostly based on oral
communication such as Facebook Messenger, Instagram or Imo. As a teacher do you use one of these to get
in touch with learners or native speakers? If yes, which one is your favorite?
The Social Media Number Percentage
Facebook 79 79 %
Messenger
Instagram 7 7%
Imo 12 12 %
None 2 2%
Question 5. Which language is mostly used when using these tools?
The Language Absolute Percentage
Used Frequency
Mother Tongue 25 25 %
English 71 71 %
Hindi 3 3%
None of the 1 1%
languages
Question 6. To what extent can Facebook messenger, Instagram or Imo be helpful to students? and why?
The Influence Absolute Percenta Reasons
Frequency ge
High 33 33 % Because learners get
the scope to be
engaged in practice
more.
Because these help them
Medium 62 62 % to learn independently so
they feel motivated.
Low 5 5% Because face to face
interaction can help them
learn more.
From the responses of the teachers to address the provided questionnaire, it is very evident
that most of the teachers see the use of social media as a blessing for the development of
learners’ language skill. Referring to the response of the question number 1, it is clear that a
lion portion of the EFL teachers at 65% use social media in their daily life, whereas only 3%
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do not use this. But interesting thing happens for question number 2 and 3 where a very good
number of teachers use social media for their own education purpose, but a moderate number
of teachers encourage students to use this for their learning purposes. From the response of
question number 4, we see that the highest number of teachers use Facebook messenger in
their teaching activities that marks at 79%, whereas 12% teachers are using Imo and the
lowest number of teachers use Instagram at 7% only. Most of the teachers at 71% gave their
feedback of using English language by the students while using such social medias, but 25%
students also use their native tongue Bangla in this case. It means that almost 3/4th of the total
students are operating social networking sites through the use of English language which is a
good sign for the development of English language skill and they do a lot of practices. In
reply to the final question, more than half of the teachers think that such social networking
sites are moderately useful for the learners to improve their language skill, while one third
teachers consider these as highly helpful for learners’ language development. Overall, in the
context of Bangladesh, teachers and students are advancing towards the use of social
networking sites in the field of their education in particular the language education.
The discussion of questionnaires for students

Here the researcher has also formed 6 questions for the students to gain the data so that
students’ perceptions of using social media for developing their speaking skill can be
diagnosed. The questionnaires were sent to 169 students, from where 131 students responded.
Out of 131, the researcher has selected 100 respondents excluding those with missing
information. Table II shows the response of the students to the provided questionnaires.
Table 2: Learners’ response to the given questionnaires
Question 1. Do you use social networking sites?
The use Absolute Percenta
Frequency ge
Always 94 94 %
Sometimes 5 5%
Rarely 1 1%
Never 0 0%
Question 2. Have you ever used such sites for educational purposes? If yes, how?
The influence Absolute Percenta
Frequency ge
A lot 73 73 %
A little 23 23%
Not at all 3 3%
I don’t know 1 1%
Question 3. Among the different existing social media, those can be used in oral communication such
as Facebook messenger, Instagram or Imo, do you use any of them? If yes which one you use most?
The Social Number Percenta
Media ge
Facebook 87 87 %
messenger
Instagram 3 3%
Imo 9 9%
None 1 1%
Question 4. Which language do you use most in this social media?
The Language Absolute Percenta
Used Frequency ge
Mother Tongue 23 23 %
English 75 75 %
Other languages 2 2%
Question 5. Have you ever used any Social media to make new friends from the native speakers of
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English?
The use Number Percenta
ge
Yes 61 61 %
No 39 39 %
Question 6. To what extent do you believe such social media improve learners’ oral performance of
English?
The Influence Absolute Percenta
Frequency ge
High 87 87 %
Medium 12 12 %
Low 1 1%
From the collected data of the students regarding their perceptions of using social media in
terms of accelerating their oral performance of English language, it is very vivid that their
overall perception of using social networking sites for promoting their speaking skill is very
high. It is shown that 94% of the students feel the necessity of using social media in their
daily life, while a very few number of students only 5 do not use social media regularly;
rather they use it when the feel to use. The response of the students to the second question
shows us the impact of social media on their educational purpose. The result shows that three
fourth of the students use social media as a source of their learning, whereas only 23% of the
students use these sometimes for their education.
Most interesting is the result of the 3rd question which gives the similar feedback as found
from the response of the teachers. The highest number of students making up 87% use
Facebook messenger for developing their oral English proficiency, while only 3% and 9%
students use Instagram and Imo respectively in this regard. This shows that in the context of
Bangladesh, the lion portion of people are using Facebook rather than any other networking
sites which is not aligned with other countries like Malaysia where most students use
WhatsApp group for their education purposes. As to the reply of the fourth question, three
fourth of the students use English language while using social media which is three times of
those who use their native language Bangla in this regard. Through the fifth question, the
researcher tries to trace out the degree of their use of English language in social media that
arises their interest to make connections with native English friends. Here it shows that 61 of
the total students have made native friends through the means of social media, whereas 39%
could not make that. Finally, in reply of question number six, students’ overall perceptions
are seen very high regarding the importance of social media for improving their oral
performance of English language at 87%, whereas only 12% students see its importance in a
moderate manner and only one student feels its importance as lower level.
5. Conclusion and Recommendations
The use of social media in the education sector all through the world has made a revolution in
this 21st century teaching learning strategy. Coping up with the demand of time, Bangladesh
is no lagging behind in this connection. Most importantly, both Bangladeshi EFL teachers
and learners are rapidly advancing towards the use of social media like Facebook, Instagram
and Imo for developing their English speaking skill. Using the survey based data of 100 EFL
teachers and 100 EFL undergraduate students, the study finds that most of the teachers and
students highly prefer the implementation of social media in their education field, in
particular, to promote their level English language skill. The use of such networking sites
makes the students independent learners that make them self-reliant to correct their own
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mistakes by discussing with their friends through group chatting where learners do not feel
any hesitation without feeling ashamed. The result of this study draws the attention of the
policy makers and the curriculum setters to take the use of social media for teaching and
learning English into account with great concern. Campaign should be arranged to encourage
those teachers and students who are still following the traditional chalk and talk method
towards the use of technology in their educational life so that they can meet up the demand of
time and age. The policymakers should make learners and teachers more aware about this and
provide them with necessary technological support.
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Article · January 2020

Rabeya Khatun Mitu

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Using Social Media to Promote EFL Learners’ Speaking Skill:

Corresponding Author: rabeyakhatunmiitu@yahoo.com

Accepted: 1 April 2020 | Published: 15 April 2020

examination hindrances learners’ promotion to the next or upper class.

4. Results and discussions

The discussion of questionnaires for teachers

Table 1: Teachers’ feedback to the questionnaires

The discussion of questionnaires for students

5. Conclusion and Recommendations

Eren, Ö. (2012). Students’ Attitudes towards Using Social Networking in Foreign

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