Abstract
This systematic review aims to explore social media integration in K–12 foreign language (FL) classrooms in the past decade and discusses the unique challenges of adopting social media in K–12 FL teaching. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and selection criteria, 12 studies between 2010 and 2019 were selected. Adopting a grounded analytical method, this review provides a synthesis of the affordances and challenges of social media integration in K–12 FL education. Based on the data analysis, an effective approach to integrating social media in K–12 FL education is proposed, to connect formal and informal learning environments. This review concludes with suggestions and directions for future research on the integration of social media in K–12 FL classrooms.
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