Novalina Sembiring, Margana, Jamilah
The emergence of social media (SM) has offered people a variety of social communication tools via which they can communicate with others, exchange knowledge, and learn collectively. However, the English teaching and learning practices continue to ignore this. This study aims to address this gap by exploring students' preferences for SM in English-speaking classes and their relation to speaking self-assessment results. A case study approach was employed, using open and closed-ended items, a Likert scale, in-depth interviews, and diagnostic tests. The findings showed that 6 9. 2% of respondents recognized the importance of speaking skills (SS) and preferred Instagram, YouTube, and TikTok as the top three SM platforms for learning SS, with the majority of students having relatively positive perceptions of SM use in speaking lessons. On the contrary, both Pearson and Spearman tests produced very weak correlation coefficients (Pearson r=-0.015; Spearman ρ=0.090) with p values greater than 0.05(p=0.915; p=0.525), which indicate that students' speaking self-assessments did not correlate with their perceptions of SM use in learning. Although some students rated their speaking abilities highly, this did not automatically translate into more positive perceptions of SM use, and vice versa. The results of the study can be a reference for educators in utilizing the most appropriate SM in teaching English-speaking language. © 2026 IEEE.
Universitas Negeri Yogyakarta, Language Education Science, Yogyakarta, Indonesia
