The Role of Social Media in Developing EFL Learners’ Speaking Fluency, Pronunciation, and Confidence in an Exam-Oriented Context
DOI:
https://doi.org/10.60072/ijeissah.2026.v4i03.001Abstract
In exam-oriented schools, students often lack the chance to practice speaking English in a meaningful way; however, social media serves as a pivotal digital ecosystem where learners autonomously interact with the language. This study investigates how social media helps students develop their speaking skills in these exam-focused settings, with a focus on fluency, pronunciation, confidence, and exposure to diverse English styles. Using a mixed-methods approach, the study collected data through questionnaires and semi-structured interviews to explore the experiences of EFL students in Guangxi, China. The findings show that social media supports personalized learning by allowing students to practice at their own pace and engage with content they prefer. In particular, participants reported higher confidence and better pronunciation through repeated exposure and the imitation of various English accents. Ultimately, the study concludes that social media acts as a helpful resource that fills the gap left by classroom teaching, offering context-specific strategies to bridge the digital usage gap between urban and rural learners.
Keywords:
EFL Speaking Development, Exam-Oriented Education, Mixed-Methods Study, Personalized Learning, Social Media-Mediated LearningDownloads
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