Second Language Acquisition Through Social Media

Abstract

This study aimed to explore whether using social media could be used to enhance the language learning of non-native English students in Lebanese schools to bridge the gap between modern education and technology. It also acknowledged and explored the concerns related to the pedagogical implementation of social media in the second language classroom. A qualitative case study was employed to gather data from a sample of 149 Lebanese students from three schools across Lebanon, alongside seven English teachers. Data were collected from students through two questionnaires and a social media-based activity sheet, and from teachers through semi-structured interviews. Results revealed that enhancing language can be facilitated by challenging English sub-skills through social media, while the pedagogical implementation of social media was met with an overwhelmingly positive response from both students and teachers. Results suggested that there are valid concerns with the pedagogical implementation of social media. Given that this study is among the first to explore the connection between social media and education in Lebanon, further research at a larger scale is recommended.