The Use Of Social Media In Learning English Language Skills Among Students Of Notre Dame Of Jolo College Senior High School

Fhayna Sangdayan; Aurizia Siraji

doi:10.62596/n2k07s79

Authors

Fhayna B. Sangdayan School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Aurizia D. Siraji School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/n2k07s79

Keywords:

Social Media Use, English Language Skills, Grammar, Vocabulary, Spelling, Senior High School Students, Socio-cultural Theory

Abstract

This study assessed the level of the use of social media in learning English language skills of the respondents. It employed a descriptive-correlational research design with 100 student-respondents at Notre Dame of Jolo College Senior High School through a stratified random sampling procedure and treated data through frequency, percentage score, weighted mean, standard deviation, Pearson’s test of correlation, t-test, and ANOVA. This study examined the level of the use of social media in learning English language skills of the respondents in the context of grammar, vocabulary, and spelling while considering the respondents’ demographic profiles such as age, gender, grade level, and parents’ highest educational attainment. Findings revealed that most of the student-respondents were 17-18 years old, the majority were female, both Grade 11 and Grade 12 were equally represented, and most were supported by a college-educated household. Results indicated that the use of social media in learning English language skills across all domains investigated was predominantly perceived by the student-respondents as favorable, consistently garnering an “Agree” rating. There were no significant differences when data were grouped according to their demographic profiles. In terms of significant correlation, a very high positive significant correlation was observed across all domains. The very high positive correlation across all domains suggests that English proficiency on social media is a holistic, networked experience rather than a fragmented academic exercise. Furthermore, this also supports the Socio-cultural Theory by showing that linguistic accuracy is intrinsically tied to the social value and communicative clarity students seek within their digital interactions. Finally, this study emphasizes the significance of social media as a viable supplemental educational tool in facilitating the learning process of English language skills.

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