The Influence of Social Media on the Gradual Declining Interest in Reading among Uzbek Students: A Systematic Review
DOI:
https://doi.org/10.60072/ijeissah.2025.v4i01.008Abstract
This systematic review investigates the influence of social media on reading motivation, comprehension, and cognitive engagement among Uzbek students learning English as a Foreign Language (EFL). The rapid growth and pervasive use of platforms such as Facebook, Instagram, Telegram, and TikTok have reshaped language learning practices by facilitating real-time interaction, language immersion, and cultural exchange. However, motivation concerns about diminished sustained reading ability, fragmented attention, and a decline in intrinsic have emerged. Using studies published from 2018 to 2025 across multiple databases, this review synthesizes empirical findings on social media’s dual role in enhancing language exposure while also possibly undermining deep reading practices. The results highlight the complex interplay of cognitive theories, social learning and media cultivation affecting learners’ reading attitudes and behaviours. The review identifies benefits related to social interaction and motivation alongside challenges such as information overload, distraction, and compromised language formality. Recommendations are made for future research to focus on platform-specific impacts and learner demographics to provide targeted strategies for integrating social media effectively in language education.
Keywords:
Cognitive Load, Digital Natives, English as a Foreign Language (EFL), Reading Motivation, Social Media, Systematic Review, Uzbek StudentsReferences
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