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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
The influence of social media on EFL learners’ speaking skills
La influencia de las redes sociales en las habilidades orales de los estudiantes
de inglés como lengua extranjera
Mayra Patricia Villalva Reinoso
https://orcid.org/0009-0002-6311-9343
maya.villalva@educacion.gob.ec
Unidad Educativa 12 de Noviembre
Distrito 18D05 – Zona 3
MINEDUC-EC
Píllaro – Ecuador
Wilmer Marcelo Campaña Lara
https://orcid.org/0009-0007-4860-9332
wilmer.campana@educacion.gob.ec
Unidad Educativa 12 de Noviembre
Distrito 18D05 – Zona 3
MINEDUC-EC
Píllaro – Ecuador
Cecilia Janeth Jácome Medina
https://orcid.org/0009-0005-3918-792X
janeth.jacome@educacion.gob.ec
Unida Educativa Los Andes Distrito 18D05
Zona 3 MINEDUC-EC
Píllaro – Ecuador
Mónica Katherine Guachi Caiza
https://orcid.org/0009-0006-2553-7754
mguachi7888@uta.edu.ec
Universidad Técnica de Ambato
Píllaro – Ecuador
ABSTRACT
The objective of this study was to analyze the influence of social media on the oral skills of students
of English as a foreign language in the second years of BGU at the Unidad Educativa 12 de
Noviembre in Píllaro, Tungurahua province. The research was qualitative and quantitative, with a
quasi-experimental design and fieldwork and bibliographic work. The population consisted of 37
students of the specialty of Mechanics, parallels "A" and "B", 3 women and 34 men, who were
between 15 and 17 years old. The results of the survey determined that social media is not only used
for entertainment, but that students have a favorable preference for using such applications within the
educational setting and to develop the English skills in which they feel most comfortable to develop
their speech. In conclusion, the researcher suggested incorporating social media inside and outside of
English classrooms as students can improve their oral proficiency as an eff ective means of
communication and interaction with each other.
Keywords: communication, English classes, social media.
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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Recibido: 19-12-23- Aceptado: 22-02-24
RESUMEN
El estudio tuvo como objetivo analizar la influencia de los medios de comunicación social en las
habilidades orales de los estudiantes de inglés como lengua extranjera de los segundos años de BGU
en la Unidad Educativa 12 de noviembre en Píllaro, provincia de Tungurahua. La investigación fue
de enfoque cualitativo y cuantitativo con un diseño cuasi-experimental y trabajo de campo y
bibliográfico. La población estuvo conformada por 37 estudiantes de la especialidad de Mecánica,
paralelos “A” y “B”, 3 mujeres y 34 hombres, quienes tenían entre 15 a 17 años. Los resultados de la
encuesta determinaron que los medios de comunicación social no solo se utilizan para el
entretenimiento, sino que los estudiantes tienen una preferencia favorable por utilizar dichas
aplicaciones dentro del ámbito educativo y para desarrollar las destrezas del inglés en las cuales se
sienten más cómodos para desarrollar su habla. En conclusión, el investigador sugirió incorporar los
medios de comunicación social dentro y fuera de los salones de clases de inglés ya que los estudiantes
pueden mejorar su competencia oral como un medio efectivo de comunicación e interacción entre
ellos.
Palabras clave: comunicación, clases de inglés, medios de comunicación social.
INTRODUCTION
Globalization with technological association and digitalization have made social media an essential
tool in the educational environment. Because of that, the use of social media to learn English has
provided a variety of benefits to students in the academic field, such as communication and other
resource exchanges among cybernauts (Pitaloka et al., 2021). As a result, social media is regarded as
a complementary part of the teaching-learning process while acquiring the English language. Hence,
speaking skills are a complicated talent that needs to be focused on performing students' oral
production (Leong & Ahmadi, 2017). Because of that, the current research analyzes the influence of
social media on EFL students' speaking skills in the second years of BGU at Unidad Educativa "12
de Noviembre" in Píllaro, Tungurahua Province.
To get the research's purpose, a survey with 15 questions was created in Google Forms to collect
information about the students' preferences in using social media to foster the English language,
particularly in performing linguistic competence. Additionally, the study applied a qualitative and
quantitative approach, a quasi-experimental design, a field and bibliographical research work, and a
T-test to validate the hypothesis. The participants were 37 students aged between 15 and 17 years old
from the Mechanic specialty, parallels "A" and "B," which comprised the control and experimental
groups.
The experimental group received 10 intervention sessions by applying social media tools with
different activities inside and outside the computing lab. Social media like WhatsApp, Facebook, and
YouTube were fundamental in this study to develop English skills and perform speaking ability.
Besides, ASSURE methodology and ACA planning played a crucial part in the research to reach the
proposed objectives and develop learners' activities successfully. On the other side, the control group
continued traditional teaching during the whole process.
This research applied a pre-test and a post-test of speaking to the two groups. The instruments to
collect data were a speaking test from the Center for Intensive English Studies of Florida State and a
standardized speaking rubric from Cambridge B1, which determined the levels of grammar and
vocabulary, discourse management, pronunciation, and interactive communication of each learner.
As a result, according to the findings, it was evident that social media is a powerful resource for
encouraging students to learn the English language and foster oral production in real life, considering
their background, interests, and purposes.
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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
METHODOLOGY
Location
The research was carried out in a public school called Unidad Educativa “12 de Noviembre”, located
at the parish of San Miguelito, in Santiago de Pillaro city, province of Tungurahua. It has
approximately 835 students.
Material and equipment
The resources used to achieve the goals were:
Table 1
Material and equipment
Technology
Human
Materials
• Internet
• Cellphones
• Computers
• Projector
• Social media
(Facebook,
WhatsApp,
YouTube)
• Second-year
students of
BGU
• Researcher
• Authorities
• Thesis Director
• Pre-test
• Post-test
• Lesson plans
• Rubric for
assessment
• Online survey
Note: Material and equipment
Source: Villalva, M. (2022).
Research method
This study aims to investigate the influence of social media on EFL learners´ speaking skills in the
second years of BGU at Unidad Educativa 12 de Noviembre in Pillaro, Tungurahua Province. A
quasi-experimental design was used to intentionally manipulate the independent variable to perceive
the effect that the dependent variable may impact. (Cabezas et al., 2018). Therefore, two groups of
students were selected: one of 19 participants from Second Mechanic "B" as the intervention group
using interactive techniques of learning and social media resources to improve their knowledge,
especially their speaking skills. Consequently, the students in the experimental group developed
critical thinking skills, fostered their creativity and collaborative learning, and communicated
effectively to supervise oral development. In contrast, with 18 participants as control from Second
Mechanic "A," this group received traditional classroom classes and worked according to the
curriculum plan.
Furthermore, Ramos (2021) mentions that the quasi-experimental design uses two sub-levels in the
independent variable: intervention in an experimental group and non-intervention in a control group.
Besides that, the selection of the intervention groups is not random. Conversely, the dependent
variable must be measured equally in both groups in the study.
Additionally, a quantitative approach was proposed to analyze the influence of social media on
students' improvement of English-speaking skills. This method enables data collecting to support a
hypothesis by applying numerical measurement and statistical analysis to define behavioral standards
(Baena, 2017). In this connection, a qualitative approach was tried to collect information without
numerical measurement to refine the research questions or generate new unknowns (Cabezas et al.,
2018).
On another side, the model of instructional design ASSURE was used to plan this study based on
student characteristics, the foundation of learning objectives, the choice of techniques and resources,
the management of the learning environment, the implementation of strategies for students’
interaction, and the evaluation of technological resource achievement. Based on constructivism, this
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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
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Kathe ri ne Guachi Cai za.
didactic style allows for developing methods based on student characteristics and encouraging active
and engaged student learning (Lorenzo et al., 2016).
Eventually, an online survey was designed to collect information on students' preferences and the
impact of social media on studying English as a foreign language. This research made use of Google
Forms. Students received the link via WhatsApp. According to these outcomes, the research was
valuable in evaluating its effect on the learning process and oral production for the participants of the
second year of BGU at Unidad Educativa 12 de Noviembre in Píllaro.
Hypothesis-research question
• What are the benefits of incorporating social media in education?
• What are the most commonly used social media for English language learning?
• How can social media be useful in EFL to improve students' oral proficiency?
Hypothesis
Alternative hypothesis (H1)
Social media influences on EFL learners' speaking skills from second-year BGU at Unidad Educativa
12 de Noviembre.
Null hypothesis (Ho)
Social media does not influence on EFL learners' speaking skills from second-year BGU at Unidad
Educativa 12 de Noviembre.
Identification variable
Independent Variable: Social Media
Dependent Variable: EFL learners' speaking skills.
Population
The population of this study is the students from 15 to 17 years old belonging to the English
proficiency level B1 according to the Common European Framework of Reference for Languages
(CEFR). For this purpose, 37 second-year BGU students were selected among males and females
from Unidad Educativa "12 de Noviembre" second term of the 2021-2022 school year. Within this
population, the experimental group was designated as the second year "B," while the control group
was the second year "A," which received traditional teaching. The purpose of the selection of the
groups was to identify the influence of social media's use on EFL students' speaking skills through
five weeks of intervention with the help of interactive techniques and the enrollment of social media
in the Computing Laboratory.
Table 2
Population
Description
Numbers of students
Second-year of BGU "B" Experimental group
19
Second-year of BGU "A" Control group
18
Total
37
Note: Population
Source: Villalva, M. (2022).
Data collection
Procedure for data collection
The data was collected over five weeks, with ten sessions per group to train the group experiments
using interactive techniques to develop English-speaking skills in students, which had different topics
of study that allowed the students to perform the post-test. The sessions were split into five phases
held in the computing lab. The resources used by the researcher to collect data and validate
information were a pre-test, post-test, a speaking rubric from Cambridge, and an online survey.
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skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Pre-test
Before the intervention, both control and intervention groups were given a face-to-face pre-speaking
test to assess their previous oral production. This speaking test was 30 minutes long. A standardized
test was adapted from the Center for Intensive English Studies of Florida State (Annex 4). This test
consisted of two sections; the first was related to the active brain and practice questions. In contrast,
a map provided the second section for guiding and answering three relevant aspects of the image that
evaluate speaking skills, including critical thinking, creativity, reasoning, and effective
communication. Moreover, a standardized rubric from the Cambridge assessment was regarded to
determine the performance features of grammar and vocabulary, discourse management,
pronunciation, and interactive communication, with the highest score of five and a lowest of zero
points for each criterion to obtain a result of 20 points.
Post-test
After the five weeks of interaction, the same pre-test retrieved from the Center for Intensive English
Studies of Florida State was applied to the two groups in face-to-face modality. They answered the
same questions (Annex 2) to compare the students' learning in speaking skills and the development
of competencies. The length of time of the test was 30 minutes.
Online survey
An online survey made it possible to collect data on the students' use of social media to study English
as a second language in second-year BGU students at Unidad Educativa 12 de Noviembre. For this,
a survey in Google Forms was used. The students received a link through WhatsApp to collect
information on their level of compliance with the interactive techniques and technological resources
used. The survey contained 15 questions on a Likert scale (Annex 6).
Data processing and analysis
The data collected was analyzed using SPSS Statistics v26. Within that aspect, the T-test was
contemplated to examine the significant difference in the resulting grades of the students concerning
the pre-test and post-test. Similarly, SPSS Statistics v26 was used to analyze students with the use of
social media for the development of speaking skills.
Response variables or results
Among the expected results of the execution of the research is the English acquisition of speaking
skills in the students, notably improving the dependent variable of EFL speaking ability with the use
of interactive approaches.
The experimental group was developed over five weeks with 2 hours of application per week with
ten hours during the intervention. The experimental group received five sessions with two hours of
forty minutes each, where they also received activities inside and outside the classroom.
The applied activities allowed the student to work individually and in groups, guided by the teacher.
Each session was divided into 5 phases, explained below:
Stage 1: Activities to ACTIVATE KNOWLEDGE/Building Background / Motivation
This is one of the most critical parts because it is the one that begins the class. Different materials,
such as vocabulary, games, songs, and YouTube videos, were used here. As a result, it may or may
not be relevant to the class topic to be taught or a motivating activity that connects the student's
personal and academic experiences.
Stage 2: Activities to CONNECT background knowledge with new knowledge
The students acquired relevant information in this phase according to previous topics. Here, the
resources used were from books and the Internet as handouts, slides with vocabulary or grammatical
tips through Canva, and videos from YouTube. As a result, the students could understand the topic
explained, which the teacher mediated. In addition, it is relevant to highlight that all the links were
shared through WhatsApp or Facebook applications.
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Kathe ri ne Guachi Cai za.
Stage 3: Practice Stage 1—Controlled
During this phase, the teacher supervised and helped students based on the sort of task that they must
complete in class. The teacher monitored the development of activities or games using internet
resources and social media sites to make the exercises more interactive and dynamic. As a result, the
teacher paid attention to whether or not the learners had difficulty with the previously explained
topics.
Stage 4: Practice Stage 2—Guided
The teacher facilitated this phase; however, it is frequently done in groups or pairs, making it more
effective for the student’s performance in a cooperative and collaborative environment. They had a
more significant opportunity to exchange information and reinforce their expertise through social
media platforms. The activities could be graded or discussed in class.
Stage 5: Activities to AFFIRM knowledge
The most important task is to consolidate the students’ knowledge through an assessment or
assignment that shows their understanding of the exercises and previous topics using social media
such as WhatsApp, Facebook, and YouTube to develop their potential. Thus, the teacher determined
the number of students who understood the class and who required feedback. Similarly, learners had
the opportunity to reinforce their knowledge since they could learn from their mistakes and
experiences while applying technological resources as innovative teaching and learning techniques.
RESULTS AND DISCUSSION
This chapter details and analyzes the results collected from the instruments used in the study: pre-
test, post-test, rubric, and survey, with the control and experimental groups, for which frequency table
and percentage graphs were developed using SPSS Statistics v26 to demonstrate the influence of
social media on EFL students’ speaking skills in the second years of BGU at Unidad Educativa 12 de
Noviembre in Pillaro, Tungurahua Province.
Pre-test
Table 3
Pre-test Results
PERCEN
T
CONTRO
L GROUP
PERCEN
T
DESIRABL
E SCORE
Grammar and
Vocabulary
58%
2,78
56%
5
Discourse
Management
58%
2,78
56%
5
Pronunciation
54%
2,78
56%
5
Interactive
Communicatio
n
46%
2,67
53%
5
SCORE
54%
11,00
55%
20
Note: Experimental and Control group
Source: Villalva, M. (2022).
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skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 3
Pre-test Results
Note: Pre-test
Source: Villalva, M. (2022).
Analysis and interpretation
For the development of the research, the instruments used for the pre-test were a standardized
speaking test adapted from the Center for Intensive English Studies of Florida State and a speaking
rubric from Cambridge B1, which measured the following parameters: Grammar and Vocabulary,
Discourse Management, Pronunciation and Interactive Communication. Thus, the experimental and
control groups received the same content and treatment. The students from the experimental group
got a total score of 10.79/20, corresponding to 54%, and the control group received 11/20,
corresponding to 55%. It means there is no significant result according to the scores. However, it is
essential to highlight that these scores are before the application of the intervention sessions in the
use of social media on EFL students' speaking skills.
Post-test
Table 4
Post-test Results
PERCEN
T
CONTRO
L GROUP
PERCEN
T
DESIRABL
E SCORE
Grammar and
Vocabulary
74%
3,17
63%
5
Discourse
Management
71%
3,11
62%
5
Pronunciation
69%
2,83
57%
5
Interactive
Communicatio
n
63%
2,83
57%
5
SCORE
69%
11,94
60%
20
Note: Experimental and Control group
Source: Villalva, M. (2022).
0.00
1.00
2.00
3.00
4.00
Grammar and
Vocabulary (5
marks)
Discourse
Management (5
marks)
Pronunciation (5
marks)
Interactive
Communication (5
marks)
EXPERIMENTAL GROUP PERCENT CONTROL GROUP PERCENT
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Kathe ri ne Guachi Cai za.
Figure 1
Post-test Results
Note: Post-test
Source: Villalva, M. (2022).
Analysis and interpretation
After five weeks of intervention, the experimental group was tested with the same standardized test
from the Center for Intensive English Studies of Florida State and the speaking rubric from
Cambridge. The purpose here was to analyze whether the resources, techniques, methodology,
planning, and social media sessions have improved the students' speaking skills. It showed that the
experimental group showed a significant improvement of 69%, an increase of 15%. On the other side,
the control group only raised 60% of qualifications, 5% concerning the capabilities only with
traditional instruction.
T-test
A T-test was applied to analyze the significant difference in the findings collected from the students
in this study using a confidence level of 95%. The resulting data were the following:
Table 5
T-test of Post-test
t
df
Sig. (2-
tailed)
Mean
Difference
Std. error
difference
95% confidence
interval of the
difference
Inferior
Superior
Post-
test
Equal
variances
assumed
-
2,592
35
0,014
-1,89766
0,73226
-
3,38423
-
0,41109
Equal
variances
assumed
-
2,599
34,904
0,014
-1,89766
0,73007
-
3,37993
-
0,41539
Note: T-test
Source: Villalva, M. (2022).
Hypothesis verification
To give reliability to the outcomes, a t-test was applied to compare the data obtained with the control
and experimental groups during the post-test, giving a two-tailed significance value of <0.05,
indicating that this value presents a significant difference between the two studies groups. Thus, it is
0.00
1.00
2.00
3.00
4.00
Grammar and
Vocabulary
Discourse
Management
Pronunciation Interactive
Communication
EXPERIMENTAL GROUP PERCENT CONTROL GROUP PERCENT
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Kathe ri ne Guachi Cai za.
stated that the development of English-speaking ability results from social media applications.
Therefore, this study's alternative hypothesis (H1) mentions that social media influences on EFL
learners' speaking skills from second-year BGU at Unidad Educativa 12 de Noviembre is accepted.
In contrast, the null hypothesis (Ho), which mentions that social media does not influence on EFL
learners' speaking skills from second-year BGU at Unidad Educativa 12 de Noviembre, is rejected.
Survey
Table 6
Social media is used only for entertainment
Scale
Frequency
%
Strongly agree
1
5,26%
Agree
1
5,26%
Undecided
0
0,00%
Disagree
12
63,16%
Strongly disagree
5
26,32%
Total
19
100,00%
Note: Survey
Source: Villalva, M. (2022).
Figure 2
Social media is used only for entertainment
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
The graph shows that 12 students representing 63,16% disagree that social media is used only for
entertainment, 5 students representing 26,32%, strongly disagree. Moreover, 1 student representing
5,26% strongly agree, and 1 student representing 5,26% agree.
5.26%
5.26%
0.00%
63.16%
26.32%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
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Kathe ri ne Guachi Cai za.
42.11%
52.63%
0.00%
5.26%
0.00%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
This data proves that social media is used for more than just entertainment or personal issues. It is a
vast information resource where students may seek assistance in education, politics, economics,
health, sports, etc.
Table 7
Learners spend too much time using social media in their free time
Scale
Frequency
%
Strongly agree
8
42,11%
Agree
10
52,63%
Undecided
0
0,00%
Disagree
1
5,26%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
Figure 3
Learners spend too much time using social media in their free time
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
It is evident that 10 students representing 52, 63% agree that they spend too much time using social
media in their free time, 8 students representing 42,11% strongly agree, and 1 student with 5,26%
disagree.
With these outcomes, it is observed that learners spend most of their leisure time exploring various
types of social media platforms that can serve as a means of communication through which education
might enhance their English abilities.
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Kathe ri ne Guachi Cai za.
Table 8
Social media is regarded as an essential source of information
Scale
Frequency
%
Strongly agree
6
31,58%
Agree
12
63,16%
Undecided
0
0,00%
Disagree
0
0,00%
Strongly disagree
1
5,26%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
Figure 4
Social media is regarded as an essential source of information
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
The data analysis illustrates that 12 students representing 63,16%, agree that social media is regarded
as an essential source of information, 6 students representing 31,58%, strongly agree, and 1 student
representing 5,26% strongly disagree.
With this result, students have particular preferences in using social media to research information
about different topics according to their needs or interests because they can investigate many pages
about a specific topic easily and comfortably.
Table 9
Social media let you communicate fastly and in real-time
Scale
Frequency
%
Strongly agree
12
63,16%
Agree
5
26,32%
31.58%
63.16%
0.00%
0.00%
5.26%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
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Kathe ri ne Guachi Cai za.
Neutral
1
5,26%
Disagree
1
5,26%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
Figure 5
Social media let you communicate fastly and in real-time
Note: Survey
Source: Villalva, M. (2022)
Analysis and interpretation
The statistical results point out that 12 students who represent 63, 16% strongly agree that social
media let them communicate fastly and in real-time, 5 students who represent 26, 32% agree, 1
student who represents 5, 26% is neutral, and 1 student who represents 5, 26% disagree.
According to this analysis, students prefer using social media to communicate quickly without
wasting time because these powerful resources are not limited. Because of that, they save time and
money by communicating effectively, and students can easily share their thoughts or opinions,
emphasizing oral production.
Table 10
Social media is a support in the academic area
Scale
Frequency
%
Strongly agree
10
52,63%
Agree
9
47,37%
Undecided
0
0,00%
Disagree
0
0,00%
Strongly disagree
0
0,00%
Total
19
100%
63.16%
26.32%
5.26%
5.26%
0.00%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
13
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skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Note: Survey
Source: Villalva, M. (2022).
Figure 6
Social media is a support in the academic area.
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
The illustration reveals that 10 students representing 52,63 %, strongly agree that social media is a
support in the academic area, and 9 students representing 47,37%, agree.
The percentage of students looking for help on social media, especially in education-related topics, is
high. Students feel motivated to search for helpful information which can reinforce and update their
knowledge.
Table 11
Social media motivates students to reinforce their knowledge in topics of interest for them
Scale
Frequency
%
Strongly agree
8
42,11%
Agree
9
47,37%
Neutral
2
10,53%
Disagree
0
0,00%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
52.63%
47.37%
0.00%
0.00%
0.00%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
14
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skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
42.11%
47.37%
10.53%
0.00%
0.00%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Figure 7
Social media motivates students to reinforce their knowledge in topics of interest for them
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
Of 19 students, 9 of them representing 47, 37% agree that social media motivates to reinforce their
knowledge in topics of interest for them, and 8 students representing 42,11% strongly agree. On the
other hand, 2 students representing 10,53% keep neutral.
Based on these findings, it is clear that students are more comfortable using social media since they
find interactive tools to help them learn more. Furthermore, they are more interested in finding
materials to help them in their academic studies such as videos, games, grammatical tips, active pages
to perform the English language, etc.
Table 12
Teachers should incorporate more social media activities inside and outside the classrooms
Scale
Frequency
%
Strongly agree
14
73,68%
Agree
5
26,32%
Neutral
0
0,00%
Disagree
0
0,00%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
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skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 8
Teachers should incorporate more social media activities inside and outside the classrooms
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
The descriptive statistics confirm that 14 students representing 73, 68%, strongly agree that teachers
should incorporate more social media activities inside and outside the classrooms, and 5 students
representing 26, 32%, agree.
This indicator reaffirms that social media greatly support the educational environment for developing
students' communicative skills in the English language. Therefore, students consider the importance
of social media for different tasks to improve their English, especially speaking skills that are not
practiced more often.
Table 13
English classes should use social media applications to make them more dynamic
Scale
Frequency
%
Strongly agree
12
63,16%
Agree
6
31,58%
Neutral
0
0,00%
Disagree
1
5,26%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
73.68%
26.32%
0.00%
0.00%
0.00%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
16
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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 9
English classes should use social media applications to make them more dynamic
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
Following the data analysis, 12 students representing 63,16 %, strongly agree that English classes
should use social media applications to make them more dynamic, 6 students representing 31, 58 %,
agree, and 1 student representing 5, 26%, disagree.
This data confirms that students like to use social media applications for educative topics because the
English classes are more exciting and encourage them to learn funnily using different technologies.
Because of that, English teachers should take advantage of the Computing laboratories to become
more familiar and manage social media appropriately.
Table 14
The English skills (Listening, reading, speaking, and writing) can be fostered through the appropriate
use of social media
Scale
Frequency
%
Strongly agree
10
52,63%
Agree
8
42,11%
Neutral
0
0,00%
Disagree
0
0,00%
Strongly disagree
1
5,26%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
63.16%
31.58%
0.00%
5.26%
0.00%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
17
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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 10
The English skills (Listening, reading, speaking, and writing) can be fostered through the appropriate
use of social media
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
The graph highlights that 10 students representing 52,63%, strongly agree that the English language
and its four skills can be fostered through the appropriate use of social media, 8 students representing
42,11% agree, and 1 student representing 5,26% strongly disagree.
This information concludes that the English language and social media are closely related to pushing
education to a high-quality standard in which learners may enhance their English abilities by learning
and having fun simultaneously.
Table 15
Social media has become well-known as an effective means of communication in the educational
system during this pandemic situation
Scale
Frequency
%
Strongly agree
16
84,21%
Agree
3
15,79%
Neutral
0
0,00%
Disagree
0
0,00%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
52.63%
42.11%
0.00%
0.00%
5.26%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
18
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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 11
Social media has become well-known as an effective means of communication in the educational
system during this pandemic situation
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
According to the statistical results, 16 students representing 84,21%, strongly agree that social media
has become well-known as an effective means of communication in the educational system during
this pandemic situation, and 3 students representing 15,79 %, agree.
This data states that social media plays a leading role in effective communication, especially in the
educational system, because teachers and students have to use it as a necessary educational resource.
Thus, they realized how important is social media when facing an unexpected pandemic like Covid-
19.
Table 16
The use of social media in class benefits you
Scale
Frequency
%
Strongly agree
11
57,89%
Agree
8
42,11%
Neutral
0
0,00%
Disagree
0
0,00%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
84.21%
15.79%
0.00%
0.00%
0.00%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
19
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skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 12
The use of social media in class benefits you
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
The pie chart shows that 11 students representing 57,89%, strongly agree that the use of social media
in class benefits them, and 8 students representing 42,11%, agree.
Indeed, social media and social networks are immersed in all interactive environments, and the
classroom is no exception, given the communication experienced easily and instantaneously
(Cervantes, 2019). In addition, social media supports education, and students are more interested in
learning.
Table 17
Social media encourages you to develop your English skills
Scale
Frequency
%
Strongly agree
1
5,26%
Agree
15
78,95%
Neutral
0
0,00%
Disagree
3
15,79%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
57.89%
42.11%
0.00%
0.00%
0.00%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
20
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skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 13
Social media encourages you to develop your English skills
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
Of the surveyed participants, 15 students representing 78,95% agree that social media encourages
them to develop their English skills, 3 students representing 15,79% disagree, and 1 student
representing 5,26% strongly agree.
According to these statistics, learners prefer using social media to study English since many options
catch their curiosity, and English seems entertaining.
Table 18
Teachers should use social media to improve the learners English-speaking skills
Scale
Frequency
%
Strongly agree
12
63,16%
Agree
7
36,84%
Neutral
0
0,00%
Disagree
0
0,00%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
5.26%
78.95%
0.00% 15.79%
0.00%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
21
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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 14
Teachers should use social media to improve the learners English-speaking skills
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
Statistically, 12 students representing 63,16%, strongly agree that teachers should use social media
to improve the learners English-speaking skills, and 7 students representing 36,84%, agree.
With this information, students suggest to teachers that it is necessary to incorporate social media
activities in the classrooms because students feel more attracted to performing the English language
but in particular the oral production because they feel self-confident and motivated when speaking in
English. They do not feel stressed, insecure, or afraid of possible mistakes in their pronunciation.
Table 19
Learners can work cooperatively and collaboratively by using social media
Scale
Frequency
%
Strongly agree
9
47,37%
Agree
10
52,63%
Neutral
0
0,00%
Disagree
0
0,00%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
63.16%
36.84%
0.00%
0.00%
0.00%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
22
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skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 15
Learners can work cooperatively and collaboratively by using social media
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
The graph indicates that 10 students representing 52,63%, agree that learners can work cooperatively
and collaboratively by using social media, and 9 students representing 47,37%, strongly agree.
The data collected from this question highlights that students can share their experiences, mistakes,
ideas, and opinions by working in teams using social media. They do not feel alone in the learning
process or when they are in trouble.
Table 20
Students can become more self-critical, creative, and self-confident through social media
Scale
Frequency
%
Strongly agree
8
42,11%
Agree
11
57,89%
Neutral
0
0,00%
Disagree
0
0,00%
Strongly disagree
0
0,00%
Total
19
100%
Note: Survey
Source: Villalva, M. (2022).
47.37%
52.63%
0.00%
0.00%
0.00%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
23
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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
Figure 16
Students can become more self-critical, creative, and self-confident through social media
Note: Survey
Source: Villalva, M. (2022).
Analysis and interpretation
In the last question, the statistical results reveal that 11 students representing 57,89%, agree that
students can become more self-critical, creative, and self-confident through social media, and 8
students representing 42,11%, strongly agree.
This statistical evidence confirms that students regard social media as valuable instruments for
discovering information, reinforcing their knowledge, and improving their English abilities since they
learn by doing and performing their weaknesses. Additionally, through social media, learners can
develop fluent speech without being intimidated or judged.
DISCUSSION
The findings acquired by various authors can be compared to the data gathered in the current study.
In the same context, the author Anankulladetch (2017) denoted that social media allow a better
understanding, engagement, and improvement of academic performance in students of English as a
foreign language. Asserting the data collected in this study, students significantly improved the four
evaluation criteria using social media to deliver educational topics according to the speaking rubric.
On the other hand, Mansor (2016) pointed out that social media generates a conducive environment
for proper development, thus allowing an active collaboration between teachers and English learning
facilities for students. Therefore, it contrasts with the previous data showing that social media in
teaching English allows more accessible and interactive learning, motivating learners to develop
verbal output through meaningful communication.
Thus, it is evident that social media can play a leading role in performing the English skills in students.
As a result, this study highlights that social media encourages learners to use these tools to foster an
education of quality.
42.11%
57.89%
0.00%
0.00%
0.00%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
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ww w .revistainvecom.org. Vol. 4, # 2, 2024. Licencia CC BY. The influence of social media on EFL learners’ speaking
skills. Mayra Patricia Villalva Reinoso, Wilmer Marcelo Campaña Lara, Cecilia Janeth Jácome Medina y Mónica
Kathe ri ne Guachi Cai za.
CONCLUSIONS
This research has let us evidence how social media positively influences the development of the oral
production of EFL learners. The results were the following:
• The advantages of incorporating social media in education, mainly in the educative
community "12 de Noviembre" revealed that social media is not only for enjoyment.
Furthermore, teachers and students used social media platforms as innovative and dynamic
tools because they could all explore new alternatives to share educative links, look for
additional information, watch videos, exchange documents, and make recordings in which
learners feel self-confident and relaxed, and lastly update their technological skills.
Additionally, learners pointed out how valuable social media was during these difficult times
in the educational system due to the pandemic, as evidenced by the online survey findings.
On the other side, learners were encouraged to participate in interactive and funny activities
individually, in pairs, or in groups, creating a stimulating, helpful, and didactic atmosphere
in the teaching-learning process. Consequently, those were the results of applying the
ASSURE methodology, the ACA planning, and social media intervention to the experimental
group during the intervention sessions as a modern alternative to support education and
enhance the English language.
• The most used social media for learning the English language in this research demonstrates
that learners had particular preferences in using Facebook, YouTube, and WhatsApp to
develop different activities inside and outside the classroom as more effective and pleasant
teaching-learning strategies as a result of the lesson planning. Additionally, learners had
plenty of knowledge on managing these trendy tools with security and confidence. In this
sense, it is clear that the advancement in communication and technology positively perform
English language skills. Furthermore, these helpful social media foment creativity, reasoning,
and respect for the different points of view, making the English classes a fruitful experience
while learning. In fact, according to the demands of this competitive society, these tools are
closely connected to the real world for real situations and necessities where the English
language plays an indispensable role in education.
• During this study, social media proved its helpfulness in EFL to enhance students’ speaking
proficiency because the pupils from the experimental group were encouraged to use social
media in the different activities developed inside and outside the computing laboratory to
produce the verbal output. As a result, learners feel self-reliant, self-critical, and easygoing
in expressing their ideas without thinking about possible mistakes, hesitations, or judgments
from others and improving their speech. Learners performed their listening skills and
comprehension by improving their speaking ability. Moreover, the intervention and control
groups developed a Pre-test and a Post-test of speaking. The instruments were a test from the
Center for Intensive English Studies of Florida State and a standardized rubric from
Cambridge (B1).
The statistical results in the pre-test showed that the control group got 11% and the
experimental group got 10.79%, with no meaningful significance over 20. In other words, the
two groups began with identical features in terms of English language competence and
speaking skill. On the other side, the statistical results in the post-test showed that the
intervention group had a meaningful improvement of 15% in their oral production,
highlighting progress in aspects of fluency, accuracy, grammar, vocabulary, and security
according to the criteria from the speaking rubric. In contrast, the control group got a
minimum improvement of only 5%.
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Kathe ri ne Guachi Cai za.
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