The Role of Social Media in Informal English Learning: A Case Study of Language Learning Communities

Studies concerning the utilization of Web 2.0 tools by language learners in higher education have predominately concentrated on the adoption of English-medium Web 2.0 tools in formal learning; while the use of indigenous Chinese Web 2.0 tools in informal English learning has not been adequately examined. This study aims to investigate factors that impact undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools for informal English learning. It was conducted to verify a hypothesized mediation model with five factors, which were based on the technology acceptance model and language learning motivation. Structural equation modeling was employed with data from 834 undergraduates at a Chinese university. The findings revealed that undergraduates’ behavioral intention to adopt Chinese Web 2.0 tools was positively impacted by perceived usefulness, perceived enjoyment, and intrinsic motivation in English learning, rather than by perceived ease of use. Perceived usefulness acted as a mediator between perceived enjoyment and behavioral intention to use the tools, and perceived enjoyment mediated the relationship between intrinsic motivation in English learning and the intention to utilize the tools. Two mediators (perceived enjoyment and perceived usefulness) together mediated the relationship between intrinsic motivation in English learning and behavioral intention to adopt the tools. Implications were discussed when integrating indigenous Chinese Web 2.0 tools into informal English learning.

An introduction is presented in which the editors discuss articles in the issue on topics including lifelong learning, informal education and social media in education.

Learning is a life-long process rooted in the self and society. Media is a global platform and an individual use various forms of media to learn and communicating with global citizens but learning through social media makes a big difference in learners‟ success in all endeavors and peaceful life. The objective of the research is to recognize the role of social media in formal, non-formal and informal learning and sustainable development. A literature review provides the essence of the concept of social media and sustainable development, sustainability and role of social media in formal, non-formal and informal learning. The research demonstrates the features of social media through underlying principles of sustainable development and its role in an effective learning. The study addresses the need of social media for the self directed teaching and life-long learning i.e. an experiential learning. The researcher conducted an online survey to collect information and attempted to explore phenomena based on a personal experience and an empirical study. The empirical research demonstrates the role of social media in formal, non-formal and informal learning and therein suggesting the possibilities of sustainable development and underlying principles of sustainable social media such as unity, equality, freedom, liberty, fraternity, non-violence and compassion. The research is limited to an empirical study. The learning through social media gives an opportunity for experiencing peace and a lifelong learning and impacts in terms of better performance and productivity. The major role is rooted in social, cultural, economic, political, psychological, legal, ethical, moral, educational dimensions.

There is a wealth of research investigating language learners’ adoption of digital technology in higher education. To date, however, research primarily focuses on the implementation of technology in formal learning either inside or outside of the classroom, and the associations between factors influencing learners’ informal English learning in online contexts are not adequately discussed. Therefore, the present study aims to identify and test the main factors related to students’ informal online English learning (IOEL) that could predict their usage intention. To better understand the drivers of technology use for informal L2 learning among university students, this study proposed a model based on the Technology Acceptance Model (TAM) to investigate students’ behavioural intention toward IOEL with particular reference to Malaysian L2 learners. The partial least square approach of the structural equation modelling (PLS-SEM) was applied to test the proposed research model and the corresponding hypotheses. The results indicate that nine out of ten of the hypotheses were supported, which implies that the extended model can effectively predict L2 learners’ IOEL technology adoption in online contexts. The results also showed that perceived interaction and perceived ease of use were the two main predictors influencing learner’s technology acceptance for IOEL.

This study aimed to investigate the potential benefits and challenges associated with using social media in English language learning, focusing on English education students. The research used a mixed-method design, incorporating questionnaires. The benefits of using social media in learning English are multifaceted and significant. English learning also enhances their digital literacy and technology skills. Social media platforms provide learners with access to authentic language use in real-time contexts, allowing them to observe and engage with native speakers, which enhances their understanding of colloquial expressions and cultural nuances. the interactive nature of social media fosters active participation and communication practice, which are crucial for developing speaking and writing skills. Social media also offers diverse content, from educational videos and articles to interactive exercises and language learning communities, catering to various learning preferences and needs. English education students have identified several challenges when using social media for learning English, alongside potential solutions to these issues. Some challenges are perceived more negatively (distractions, language barriers, and material credibility), others are seen in a more positive light (maintaining focus and self-discipline and balancing time). The perception varies across different aspects of learning English on social media, highlighting the complexity of the experience and the individual preferences and challenges of the respondents. It is essential to consider these perceptions when designing educational strategies and support systems for learners on social media platforms.

PurposeThis research paper aims to explore how secondary school-aged business owners utilise social media to engage in informal learning. The authors make use of the concept of a self-directed experiential learning cycle to empirically explore adolescents’ entrepreneurial learning processes without formal guidance or curriculum.Design/methodology/approachThe study adopts a one-on-one interview approach with a critical incident technique in interviewing to examine the experiences of 10 Grade 9–11 business owners who run social media-based businesses on Instagram.FindingsThe results demonstrate that student business owners were able to capitalise on social media for venture creation and informal learning. They effectively engaged in experiential learning cycles with active help-seeking and mentorship in response to challenges in their business journey. A variety of resources within social media, their social circle and the internet were employed by students, highlighting the role the self-directed element plays in their experiential learning process.Practical implicationsThe research urges institutions to recognise the potential of informal learning on social media and offer more support to strengthen students’ learning.Originality/valueThis research represents the first exploratory study on the potential of school-age teens’ self-initiated informal entrepreneurial learning while testifying the theory of the self-directed experiential learning cycle in the context of social media businesses. The study offers novel insights into the fields of students’ informal learning, entrepreneurial learning and social media learning.

During the COVID-19 quarantine period, mobile technologies have been greatly promoted to be used by students to assist their learning. Although mobile learning has been well researched, studies investigating rural school students’ intentions were not enough. This study investigated rural secondary school students’ mobile technology uptake and their perceptions of using mobile technologies in informal English learning during the COVID-19 epidemic. Results suggested Chinese rural school students held positive attitudes towards mobile assisted English learning, and they most tended to use smartphones, followed by portable electronic dictionaries, tablets and laptops in informal English learning. Rural secondary school students’ behavioral intentions (BI) were significantly influenced by perceived usefulness (PU), facilitating conditions (FC) and attitude towards use (ATU) of mobile devices. Innovativeness (INNO) and perceived ease of use (PEU) did not significantly influence students’ behavioral intentions. These factors explained 83.1% of variance of students’ behavioral intentions. Based on the findings, the study offers suggestions that teachers, governments and educational policy makers take measures to pay attention to students’ mobile learning in informal English learning. 

This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English). Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a) utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b) daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c) the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.

This paper sets the stage for the articles selected for the special issue "Language learning and social media: (r)evolution?". Starting with some definitions of mainstream terms like "social media", "web 2.0", "social web", "social networking sites (SNS)" and "web 2.0 language learning communities". The purpose is not to "reinvent the wheel" by suggesting new definitions, but to synthesize definitions of mainstream terms and juxtapose them to similar concepts from CALL literature. We then critically discuss three key features of web 2.0 technologies (user participation, openness and network effects). Despite the fact that these three features were present to some extent in technologies prior to social media, we examine whether they take on a radically different meaning in the social media era. Research insights are discussed in the last section of the paper.

With the rapid development of digital technology, informal English learning (for example, dramas, social media, language-learning apps and so on) has been an important way besides traditional classes. Nevertheless, most of the current research focuses on informal learning environment. So it lacks discussions about how informal ways of learning influence learners’ psychological characteristics. This paper, which is based on Self-Efficacy Theory and Learning Engagement, builds a dual-path model to find the influence mechanism of informal English learning to boost confidence.

A Systematic Review on Informal Learning of English Language via Facebook

Social media has become one of the primary sources of communication, information, entertainment, and learning for users. Children gain several benefits as social media helps them acquire formal and informal learning opportunities. This research also examined the effect of social media on formal and informal learning among school-level children in Ajman, United Arab Emirates (UAE), moderated by social integrative and personal integrative needs. Data was gathered by using structured questionnaires, which were distributed among a sample of 364 children. Results revealed that social media significantly affects Informal and formal learning among children, indicating its usefulness in child education and development. The results also indicated a significant moderation of social integrative needs on social media’s direct effect on informal learning, indicating the relevant needs as an important motivating factor. However, the moderation of personal integrative needs on social media’s direct effect on formal learning remained insignificant. Overall, this research highlighted the role of social media in providing learning opportunities for children in the UAE. It is concluded that children actively seek gratifications from social media, shaping their learning within structured educational contexts in their daily lives. Through the lens of UGT, certain needs play a critical role in strengthening the gratification process, affecting how children derive learning advantages from their interactions on social media platforms. Finally, implications and limitations are discussed accordingly.

Solace in Social Media: Women Unite Under COVID-19

Government Surveillance and Counter-Surveillance on Social and Mobile Media: The Case of Iran (2009)

This research explores the role of social media in the political construction of identity, analyzing how these platforms mediate the expression and formation of individual and group political identities. The focus is on how social media changes the dynamics of communication and social interaction, facilitating the formation of “echo chambers” and increasing political polarization. Additionally, this study highlights challenges such as disinformation and the implications of social media for the health of democracy. As a researcher, I aim to highlight the broader implications of using social media in identity politics. By analyzing the impact of social media on political dynamics in Indonesia, this study reveals how social media influences public perception and political decisions. This study identifies how social media can be used as a tool to mobilize political support, but also how these platforms can spread disinformation and reinforce political polarization. Based on these concerns, researchers have not yet found research results that examine how social media specifically impacts the construction of political identity. This research aims to highlight how social media not only acts as a communication tool but also as a medium that influences the way individuals view and express their political identity. Through a qualitative approach, this study provides new insights into the impact of social media in contemporary political dynamics and the importance of digital literacy in addressing issues of identity politics in the digital era.