Impact and Use of Social Media in English Language Learning Among Secondary School Students in Indonesia

Abstrak

Social media has become an increasingly prominent learning resource for secondary school students, yet evidence regarding its contribution to English language learning in Indonesia remains fragmented across platforms, outcomes, and research designs. This structured literature review aimed to identify, analyse, and synthesise studies examining social media use in English language learning among Indonesian junior and senior high school students. Articles published between 2021 and 2025 were retrieved through Google Scholar, Garuda, and journal publishers’ websites using Indonesian and English search terms. Empirical journal articles were screened by title, abstract, and full text according to predetermined eligibility criteria. Seven studies met the criteria, comprising four intervention studies, two correlational studies, and one qualitative case study. Four involved junior high school students and three involved senior high school students. TikTok was the most frequently investigated platform, followed by Instagram, while several studies examined multiple social media platforms. Intervention studies reported improvements in grammar, vocabulary, speaking, and reading, whereas correlational studies identified positive associations with academic achievement and learning motivation. Students also perceived social media as helpful for language practice, vocabulary development, and pronunciation. However, internet connectivity, privacy, inappropriate content, and potential distractions remained important challenges. Overall, social media can complement classroom instruction when supported by appropriate content, purposeful tasks, teacher guidance, and digital literacy. Nevertheless, causal conclusions remain limited by heterogeneous designs and relatively small samples. Future studies should employ larger multisite samples, controlled designs, standardised measures, and follow-up assessments.