A systematic literature review on social networking sites’ effect on EFL students’ learning processes

Abstract

As technology has developed and integrated into our lives day by day, significant changes have occurred in our interacting styles. Most of the communication that we have with others has relocated to social networking environments. As social networking sites (SNSs) become more widespread in informal digital contexts, their educational potential for EFL learners has emerged as a significant subject of research within the field of language education. It is evident from the findings that various SNSs, most notably WhatsApp, Instagram, Telegram, and YouTube, are used to enhance vocabulary development, grammar acquisition, oral and written fluency, and affective outcomes including learner motivation and anxiety reduction. The systematic literature review identifies critical gaps, including the underrepresentation of teachers or stakeholders of teacher education, a lack of longitudinal studies, and limited attention to learner identity, ethical concerns, and digital literacy. Considering the findings and missing points, the study offers targeted recommendations for learners and teachers. The review supports the pedagogical value of SNSs in EFL learners’ language learning processes while calling for more context-sensitive, inclusive, and critically grounded explorations in the field.