Exploring the Negative Implications of Over-Reliance on Social Media Content Among Foreign Language Undergraduates
DOI:
https://doi.org/10.17507/tpls.1505.32Keywords:
technology, social media contents, foreign language education, grammar and vocabulary skillsAbstract
Social media has become an essential tool in foreign language (FL) learning, offering interactive, flexible, and engaging features that support grammar and vocabulary acquisition. However, while prior studies have explored its advantages and disadvantages, limited research has examined its specific negative implications, particularly on academic performance and cognitive processing. This study investigates why FL undergraduates excessively rely on social media for language learning and explores the negative effects of overuse through the lens of Cognitive Load Theory (CLT). A quantitative approach was adopted, using a 10-item Likert-scale questionnaire distributed via Google Forms to 70 purposively sampled undergraduate students to assess their perceptions. Findings indicate a divided perspective on its role. While students appreciate its benefits in enhancing engagement and accessibility, 70% expressed concerns about unverified information, and 41% reported frequent distractions. Additionally, 56% agreed that social media could hinder learning effectiveness, while 59% highlighted the lack of structured assessment as a challenge. Extraneous cognitive load results from distractions, unverified content, and multitasking, hindering language processing and deep learning. This study underscores the need for moderation and structured evaluation in integrating social media into FL education. Future research should explore how structured learning resources and strategies can enhance and regulate FL undergraduates’ social media use, reinforcing pedagogically sound content to support language acquisition effectively.
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