Social Media and Students’ Motivation in English Language Acquisition
DOI:
https://doi.org/10.47631/ijecls.v5i6.860Keywords:
Social Media, Students’ Motivation, English Language AcquisitionAbstract
This study investigates the impact of social media on students' motivation and English language acquisition from a psycholinguistic perspective. The main goal is to understand how platforms such as YouTube, TikTok, and Instagram increase cognitive engagement, motivation, vocabulary retention, and listening skills among students. Using a qualitative descriptive approach, data was collected from 30 Universitas Subang students through a triangulation method involving questionnaires, semi-structured interviews, and observation data to gain comprehensive insight into learning experiences. The analysis was carried out through thematic and descriptive analysis, focusing on main psycholinguistic aspects such as motivation, auditory processes, and social interactions. Findings revealed that social media fostered both intrinsic and extrinsic motivation, with most students using these platforms to improve vocabulary and listening comprehension. Additionally, the informal language and interactive nature of social media helps students build confidence in language use and develop adaptive strategies for processing accents and slang. In conclusion, social media effectively supports language acquisition by providing an accessible, authentic, and context-rich learning environment, although challenges such as distractions and informal expression remain. This study shows that social media can be an invaluable tool in modern language education, complementing traditional classroom methods and offering flexible and engaging opportunities for learners.
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Copyright (c) 2024 Ida Maulida, Zainal Rafli, Fathiaty Murtadho

This work is licensed under a Creative Commons Attribution 4.0 International License.