The Role of Social Media in Enhancing Speaking Skills: Learners’ Perceptions and Practices Case of second-year EFL students at M’sila University

Abstract

This study explores the perceptions and practices of second-year EFL students at M’sila University regarding the use of social media as a tool for enhancing speaking skills. It investigates how platforms such as YouTube, Instagram, TikTok, and Facebook contribute to the development of learners’ fluency, pronunciation, confidence, and motivation. Adopting a descriptive-analytic methodology, data were collected through a questionnaire administered to 50 students and analyzed both quantitatively and qualitatively. The findings reveal a generally positive perception of social media as a supplementary language-learning tool, particularly for improving oral communication outside the classroom. Students reported frequent use of social media for language learning, especially on YouTube, and identified benefits such as increased motivation, improved pronunciation, and greater speaking confidence. Nevertheless, several challenges were noted, including limited opportunities for real-time interaction and the lack of structured guidance. The study concludes that while social media is not a substitute for formal instruction, it serves as a valuable resource that supports autonomous and engaging speaking practice. Recommendations are provided for integrating social media into EFL pedagogy to foster a more dynamic and learner-centered approach to speaking skill development..