Exploring English language usage and attitudes to the integration of Social Networking Sites in EFL education in Jordan: A mixed-methods approach

Abstract

Social networking sites (SNSs) such as Facebook, WhatsApp, Instagram and many others, play a dominant role in students’ lives and hold enormous potential for promoting incidental learning, improving students’ social interactions, and enhancing their English language skills. However, traditional teaching methods in the English as a Foreign Language (EFL) context persist, especially in Arab countries such as Jordan, often demotivating students. Despite extensive research proposing the incorporation of technologies into language education, scant attention has been given to investigating teachers’ perceptions toward integrating SNSs in language learning, especially within the Jordanian context. This study bridges this gap by
exploring the attitudes and perceptions of tertiary EFL students and teachers in Jordan regarding their utilization of English on SNSs, and the perceived efficacy of these platforms as aids for language learning. By utilizing a concurrent mixed-methods approach, this study comprises questionnaires of 400 university students, interviews with 20 EFL students and 10 EFL teachers, and virtual ethnographic analysis of interactions on SNSs in Jordan to examine students’ English usage. The findings reveal firstly that a significant majority of learners in Jordan use English alongside Arabic on SNSs to improve their English language skills, indicating a prevalent trend of informal language learning through digital platforms. Secondly, the study unearthed a positive disposition among students and teachers towards the integration of SNSs into formal language education, by recognizing the potential benefits of such integration in enhancing their learning experience. Thirdly, the discourse analysis of online interactions showed the communicative affordances offered by SNSs for engaging students’ turn-taking skills, online communication skills, and offering authentic communication practice, highlighting the value of SNSs in language learning. Finally, the study identifies a range of challenges in integrating SNSs in Jordanian EFL teaching and provides recommendations for fostering engaging, effective, and inclusive language education practices in Jordan and beyond.

Date of Award	2025
Original language	English
Supervisor	Eleni PETRAKI (Supervisor), Jeremy JONES (Supervisor) & Sora PARK (Supervisor)