Efl students’ perceptions toward the utilization of social media in vocabulary development a case study of english majored students at banking academy of vietnam

BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES ------ GRADUATION THESIS TOPIC: EFL STUDENTS’ PERCEPTIONS TOWARD THE UTILIZATION OF SOCIAL MEDIA IN VOCABULARY DEVELOPMEN

INTRODUCTION

Background of the study

In today's technology-driven society, social media platforms like Facebook, TikTok, Instagram, and YouTube have become integral to daily life, simplifying human interactions These platforms facilitate information sharing, problem-solving, guidance, and global communication in a virtual environment (Amedie, 2015; Hashim et al., 2018).

Social networks, with billions of users globally, have emerged as essential digital communication tools and have garnered significant academic interest (Varga, 2018) These platforms provide valuable opportunities for educators and students to share and discuss academic content, facilitating easier access to educational videos and online resources (Nguyen, 2021) Additionally, many teachers utilize social media to distribute educational materials and host live sessions or short courses, effectively engaging their audience (Aguilar et al., 2021) As learners increasingly spend more time on social media than on traditional educational websites, these platforms are poised to become vital sources of education and information.

Vocabulary is a crucial element in enhancing linguistic competence, acting as the foundational building blocks of any language A deficiency in vocabulary significantly impedes the learning process (Abbas et al., 2019) Mastery of vocabulary encompasses an individual's ability to utilize words based on their interests, needs, and motivation (Alqahtani, 2015) Merely drilling vocabulary may not yield optimal learning results, as learners often forget what they have memorized shortly after lessons Research indicates that vocabulary knowledge is interconnected with the four essential language skills: speaking, writing, listening, and reading Consequently, students with limited vocabulary skills frequently face challenges in speaking performance (Pham et al., 2022), comprehending reading materials (Pringprom, 2012), and understanding listening content (Farrokhi & Modarres).

2012), and producing quality writing (Karakoç & Köse, 2017)

Social media has emerged as an innovative tool for vocabulary acquisition, especially among younger learners, due to its ability to expose users to contemporary language and real-life scenarios This exposure enhances vocabulary knowledge in specific contexts and improves overall language skills Consequently, social media platforms are valuable for expanding the vocabulary of ESL learners and serve as effective teaching resources for educators (Abbas et al., 2019).

This study explores the perspectives of EFL students on using social media for vocabulary learning, highlighting both the advantages and disadvantages of this modern approach While previous research has emphasized the role of social media in enhancing English proficiency, there is a scarcity of studies focused on its impact on vocabulary expansion in Vietnam The findings aim to shed light on the challenges students face when integrating social media into their vocabulary learning process.

Research Objectives

This study attempts to achieve the following objectives:

1 To examine the perception toward enhancing vocabulary through social media platforms of English-majored students at the Banking Academy of Vietnam

2 To investigate the challenges that English-majored students at the Banking Academy of Vietnam usually encounter when utilizing social media to acquire vocabulary.

Research Question

Research Question 1: What are EFL students’ perceptionstowards using social media for vocabulary enlargement?

Research Question 2: What are the difficulties that EFL students usually encounter when acquiring vocabulary via social media?

Significance of the study

This research aims to explore how social media can enhance vocabulary acquisition among students at the Faculty of Foreign Languages at the Banking Academy of Vietnam It provides essential theoretical insights into vocabulary learning and offers educators and EFL learners practical information on effective teaching and learning strategies using social media Additionally, the study aspires to serve as a valuable resource for future research on this topic by presenting its findings and recommendations.

Scope of the study

This study explores how English major students at the Banking Academy of Vietnam perceive the use of social media as a tool for expanding their vocabulary All students enrolled in the foreign language program at BAV were invited to participate in this research, which was conducted over a nearly two-month period from March 11, 2024, to May 2, 2024.

Structure of the study

This research comprises six chapters including:

Chapter I: Introduction This chapter provides an overview of the case study, involving its background, research question, purpose, scope, significance, and structure

Chapter II: Literature Review This chapter reviews relevant theories and studies related to social media and vocabulary acquisition, as well as the framework guiding the study

Chapter III: Research Method This chapter covers the research design, sampling, instruments, data collection methods, analysis procedures, and ethical considerations

Chapter IV: Findings This chapter presents the results and analysis from both qualitative and quantitative research methods, addressing the research questions

Chapter V: Discussion This chapter discusses the main findings and offers insights into students’ perspectives on vocabulary learning through social media, as well as the challenges associated with this approach

Chapter VI: Summary, Implications, and Recommendations This chapter presents a summary of the study’s findings, along with the implications and limitations of the research Additionally, the chapter provides recommendations for further research.

LITERATURE REVIEW

The significance of vocabulary knowledge

Mastering vocabulary is essential for acquiring a new language, as it forms the foundation of linguistic proficiency Learners must invest time in understanding a diverse range of words and phrases to communicate effectively According to Richards (2002), vocabulary is a critical component of language skills, influencing listening, speaking, reading, and writing abilities Nation (2001) highlights the reciprocal relationship between vocabulary knowledge and language use, indicating that strong lexical skills enhance language practice A sufficient vocabulary is crucial for foreign language mastery; without it, learners struggle to utilize grammatical structures for clear communication (Alqahtani, 2015) Researchers like Nation and Alqahtani emphasize that L2 readers rely heavily on their vocabulary understanding, and a lack of it poses significant challenges.

Proficiency in grammar alone is insufficient for language learners to effectively convey their intended meanings; a robust vocabulary is essential Wilkins (1972) emphasized this by stating, "Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed" (p.111) Language learners often rely on dictionaries rather than grammar books while traveling (Nation, 2001) Lexical knowledge plays a crucial role in understanding both written and spoken language, significantly enhancing overall language ability Thus, vocabulary serves as a vital communication tool, essential for effective verbal interactions Ultimately, the more words learners acquire, the better they can interpret and understand unfamiliar terms within context.

Vocabulary

Vocabulary encompasses the total number of words in a language, including those known by an individual or used in a specific context, and is essential for effective communication (Hornby, 1995; Neuman & Dwyer, 2009) It consists of both expressive and receptive vocabulary, representing the stock of words utilized by individuals or professions (Burns, 1972, as cited in Alqahtani, 2015) Moreover, vocabulary involves understanding both words and their meanings (Diamond & Gutlohn, 2006) In summary, a robust vocabulary is crucial for conveying ideas and expressing thoughts, making vocabulary acquisition a vital component of language learning.

Gruneberg and Sykes (1991) identified two types of vocabulary: the vocabulary that learners have been taught and the vocabulary they anticipate using Additionally, Hatch and Brown (1995) further categorized vocabulary into receptive and productive forms.

Receptive vocabulary encompasses the words that learners understand when reading or listening but do not actively use in speaking or writing (Webb, 2008) It reflects the number of words individuals can recognize and comprehend within context, even though they may not be able to apply them in their own communication.

Productive vocabulary encompasses words that learners not only understand but also pronounce accurately and use effectively in both writing and speaking It combines the necessary elements of a receptive lexicon with the ability to communicate appropriately in various contexts Additionally, productive vocabulary is an active process, enabling learners to express their ideas clearly to others (Webb, 2008).

In 1990, Oxford advanced the field of vocabulary strategies by identifying 62 distinct methods, surpassing earlier research (Liu, 2010) These strategies were categorized into two primary groups: direct strategies and indirect strategies, each further divided into three subcategories.

- Memory strategies (mnemonic strategies) involve connecting the words to be remembered with previously learned knowledge, often using imagery or grouping techniques (Schmitt, 2000)

- Cognitive strategies involve the learner manipulating or transforming the target language (Oxford, 1990) These are the most favored strategies for language learners (Oxford, 1990; Rafik-Galea & Wong, 2006)

- Compensation strategies entail utilizing the new language to comprehend or generate language (Oxford, 1990) b Indirect strategies:

- Metacognitive strategies entail consciously reviewing the learning process and making decisions about planning, monitoring, and evaluating the most effective study methods (O’Malley & Chamot, 1990; Schmitt, 2000; Schmitt

- Affective strategies refer to emotions, attitudes, motivation, and value in the learning process (Oxford, 1990)

- Social strategies entail engaging in interactions with peers as a means of enhancing the process of vocabulary acquisition (Oxford, 1990; Schmitt,

Social media

Social media is a form of electronic communication that enables individuals to create virtual communities for sharing information, ideas, and content It is defined as an interactive culture that fosters user engagement and the exchange of thoughts for mutual benefit This digital technology facilitates conversations and information sharing across the internet Social media includes a variety of internet-based and mobile applications that support activities such as content creation, community engagement, and interaction among users.

In summary, the core aspect of social media definitions lies in user interaction and collaboration Maksimove (2021) highlighted its effectiveness as a tool for fostering active classroom participation, while educators have found these digital platforms invaluable Additionally, Annamalai (2018) noted that learners gain confidence through virtual learning via social media, which facilitates communication and collaboration anytime and anywhere Furthermore, users can curate the information they receive through notifications (Yu et al., 2010).

2.3.2 Some prominent social media in Vietnam

Founded by Mark Zuckerberg in 2004, Facebook has grown to attract 3.07 billion active users monthly as of December 31, 2023 (Meta, 2024) This social platform allows users to connect, interact, and form friendships, enabling them to join various communities and share information within user-created networks (Gonzales & Vodicka, 2010) In Vietnam, Facebook boasts 72.7 million users, representing 73.3% of the country's population (Kemp, 2024).

Facebook serves as an effective tool for enhancing the relationship between students and educators, ultimately creating an improved learning environment (Junco, 2012) This platform effectively motivates students to learn foreign languages, particularly vocabulary, by utilizing visual, textual, and auditory resources (Al Mubarak).

Instagram is a popular platform created by Kevin Systrom and Mike Krieger in

Instagram, launched in 2010 and acquired by Meta in April 2012, allows individuals to share images and videos with followers or selected friends, fulfilling their social integration needs (Le, 2023) Users can also explore and interact with content uploaded by others As of 2024, Vietnam boasts 10.9 million Instagram users, representing approximately 11% of the country's population (Kemp, 2024).

Research has demonstrated that Instagram significantly aids in English learning by allowing users to create and share videos with both local and global friends (Hu et al., 2014) According to Agustin & Ayu (2021), Instagram stands out as a powerful social media platform that enhances English vocabulary acquisition and improves listening skills.

YouTube, founded on February 14, 2005, by Chad Hurley, Steve Chen, and Jawed Karim, is a leading free online video-sharing platform It allows users to browse, watch, and upload videos quickly, while also enabling them to leave comments and reactions As of March 2024, YouTube boasts 2.70 billion users globally, with Vietnam contributing 63.0 million users, representing approximately 63.4% of its population.

YouTube serves as an invaluable educational tool due to its rapid and cost-effective access, offering practical advantages, cognitive support, and shareability (Hanim, 2021) Additionally, it aids EFL students by providing entertaining content that simultaneously enhances their knowledge and fosters a desire for vocabulary acquisition (Abbas et al., 2019).

As of 2023, TikTok boasts over 1.7 billion users globally, establishing itself as a leading social media platform (GilPress, 2024) Originally launched as Douyin in China in 2016, it was rebranded as TikTok for international audiences in 2017 This video-sharing app enables users to create and share short films, typically ranging from 15 seconds to 1 minute, covering a variety of topics TikTok provides an extensive array of sounds, music samples, special effects, and filters to enhance video content In Vietnam alone, there are about 67.72 million TikTok users, representing approximately 68.3% of the country's population (Kemp, 2024).

Dynamic and engaging content on TikTok has proven to enhance motivation among learners during vocabulary acquisition Therefore, educators are encouraged to incorporate TikTok into their vocabulary teaching strategies (Alghameeti, 2022).

Social media in acquiring vocabulary

The rise of the internet and social media has transformed language learning by enabling learners to practice a second language in virtual environments This digital landscape allows for easier sharing and discussion of ideas among users, enhancing their learning experience (Arumugam et al., 2020).

The Internet fosters diverse language contexts through two-way communication, allowing learners to engage with both native and non-native speakers, which enhances motivation for peer-based online learning (Raut & Patil, 2016) Research consistently shows that social media platforms significantly boost learners' ability to effortlessly acquire a vast English vocabulary Monica-Ariana & Anamaria-Mirabela (2014) highlight that social media provides global students with opportunities to expand their English lexicon Unlike traditional learning methods that limit learners' ability to pursue their own educational goals, social media-based platforms empower students to take control of their learning journey.

A study by Al Mubarak (2017) involving 85 freshman and sophomore English majors at the University of AL Imam AL Mahdi in Sudan explored the role of Facebook in vocabulary acquisition The quantitative research utilized a questionnaire to assess students' perceptions, revealing that they held positive attitudes towards using Facebook for vocabulary enhancement Participants acknowledged the platform's effectiveness in discovering new information, indicating that Facebook is a valuable tool for university students to improve their lexicon knowledge.

In a study by Phan (2021), the perceptions of 323 English-majored university students in Ho Chi Minh City regarding the use of Facebook for learning English were analyzed The quantitative data revealed that Facebook positively influenced various aspects of English learning, including students' attitudes, linguistic competence, motivation, and confidence Consequently, it is recommended that both instructors and learners integrate Facebook into their teaching and learning strategies, particularly in today's digital age.

Kabilan and Zahar (2016) conducted a mixed-method study involving 33 students aged 19 at a community college in northern Peninsular Malaysia They collected quantitative data through pre- and post-tests for all participants and qualitative data via semi-structured interviews with 6 students The study's findings indicated that Facebook can effectively function as a supportive learning environment, offering interactive and relevant activities that enhance collaboration, networking, and community among learners, particularly benefiting those with low proficiency, introversion, and low self-esteem.

Abbas et al (2019) explored the impact of YouTube and Facebook on EFL students' vocabulary learning at the International Islamic University, Islamabad, involving 25 students and 10 lecturers The study revealed a consensus among educators and learners that social networking enhances vocabulary acquisition by boosting enjoyment Additionally, these platforms were recognized as effective educational tools for both teaching and learning.

A study by Kabooha and Elyas (2018) investigated the impact of YouTube videos on vocabulary development among foreign language students, focusing on the perceptions of both students and teachers Involving 100 female students from King Abdul Aziz University, the research utilized pre- and post-tests and questionnaires to gather quantitative data The findings revealed that the experimental group, exposed to YouTube clips, outperformed the control group in vocabulary retention and understanding Consequently, the study highlighted the significant benefits of integrating YouTube into language instruction and recommended that educators adopt this multimedia approach in their teaching strategies.

In 2015, a qualitative study by Kabouha and Elyas examined the impact of integrating YouTube video clips into reading activities on vocabulary development and comprehension among 100 intermediate-level Saudi female students at King Abdul-Aziz University The research involved pre and post-tests and questionnaires, revealing that students who viewed YouTube videos significantly outperformed their peers on the Vocabulary Knowledge Scale Furthermore, participants expressed a positive attitude towards using YouTube as a tool for vocabulary acquisition The findings highlight important pedagogical implications for EFL instructors, suggesting that incorporating YouTube videos can enhance language learning in EFL classrooms.

Agustin and Ayu (2021) conducted a study on the impact of Instagram on enhancing vocabulary and listening skills among English Language Education students Utilizing a qualitative approach and descriptive method, the researchers gathered data through a questionnaire, which was analyzed using descriptive statistics The findings revealed that Instagram positively influenced the vocabulary and listening proficiency of EFL learners.

In a qualitative study by Putri (2022), the influence of Instagram on students' vocabulary was examined, focusing on the most effective features for vocabulary enhancement The research involved 28 English education students from the PI 17A writing class at Universitas Teknokrat Indonesia The results indicated that Instagram serves as an effective tool for vocabulary improvement, with captions proving to be more beneficial than videos in enhancing vocabulary skills.

A study by Anumanthan and Hashim (2022) examined TikTok's effectiveness in enhancing vocabulary among 45 Year 5 students through a mixed-method approach Participants completed a pre-test before integrating TikTok into their lessons and subsequently took a post-test Additionally, 10 students participated in semi-structured interviews based on the Technology Acceptance Model (TAM) The results indicated a notable improvement in the students' ability to construct sentences using regular verbs after using TikTok, which also engaged them in the learning process They found creating their own educational videos enjoyable and effective The researchers recommend that teachers consider TikTok as a valuable tool for teaching foreign languages.

In a study by Alghameeti (2022), 50 secondary school students in Saudi Arabia were surveyed to explore their perceptions of learning vocabulary through TikTok videos The quantitative research revealed that TikTok positively influenced vocabulary improvement among these learners and significantly boosted their motivation to discover and learn new words Consequently, the study suggests that educators should consider incorporating TikTok as an effective teaching tool in their instructional practices.

A recent study by Zulfitri (2022) explored how TikTok duet videos can enhance students' learning and memorization of adjective vocabulary Utilizing qualitative methods such as observation and interviews, data was collected from class X-1 IPS students at SMA Swasta Cerdas Murni The results indicated that TikTok duet videos significantly aid in memorizing vocabulary, suggesting that this popular social media platform serves not only as an entertainment tool but also as an effective learning medium.

A study by Le (2023) in Hanoi highlighted TikTok's significant impact on the English proficiency of Vietnamese students, showcasing its motivational benefits for learners and instructors alike Despite challenges such as informal language, inaccuracies, and addictive tendencies, TikTok emerged as a valuable educational tool for teaching English and enhancing language acquisition The findings encourage educators to consider incorporating TikTok into their teaching practices to leverage its potential in improving English language skills.

In a mixed-method study, Le (2018) explored the role of social media in English learning and teaching in Vietnam The research began with a questionnaire distributed to 204 Grade 10 students to assess their usage and perceptions of social media, followed by a six-week online course involving 17 students to examine their experiences with virtual learning The findings indicated that social media served both social and educational functions, enabling students to share and access learning materials for self-study and engage in online groups Additionally, many students reported that social media effectively enhanced their language skills, including vocabulary, writing structure, and idea generation for writing and speaking.

Challenges on using social media for vocabulary acquisition

Social media serves as a valuable learning tool, enabling individuals to connect with people globally and enhance their learning experience However, like any strategy, it also presents certain drawbacks

Social media platforms provide a unique environment for the unconscious development of language skills, but they also inundate users with vast amounts of unregulated information As highlighted by Le (2023), the educational quality of content is heavily influenced by the expertise of its creators, raising concerns about the accuracy of grammar, pronunciation, and spelling Additionally, the widespread use of informal language, such as slang and regional dialects, can pose significant challenges for non-native speakers, particularly beginners, in understanding new vocabulary and pronunciation Moreover, reliance on abbreviations and acronyms in social media communication can negatively affect the quality of formal writing and lead to spelling mistakes, hindering vocabulary acquisition.

Social media platforms are primarily intended for entertainment, which can hinder learners' ability to concentrate on their studies Additionally, these platforms are engineered to constantly deliver new content, aiming to keep users highly engaged.

2024) As a result, when students are accessing educational content, they may inadvertently come across entertaining content that captures their attention and leads to distractions from their studies

Excessive time spent on social networking sites can lead to significant health issues, including eye strain and back pain due to prolonged sitting These concerns highlight the importance of moderating social media usage to maintain overall well-being (Raut & Patil, 2016).

Research gap

Numerous studies have highlighted the benefits and positive effects of using social media for English vocabulary acquisition and language learning; however, research on this topic in Vietnam is limited To address this gap, the researcher focused on the Banking Academy of Vietnam to explore EFL learners' perceptions of using social media to improve their vocabulary The study also aimed to identify the challenges that EFL learners encounter when utilizing these platforms.

Theoretical Framework

The Technology Acceptance Model (TAM) is a key framework for understanding user acceptance of new technologies, initially introduced by Davis in 1985 based on the Theory of Reasoned Action TAM explores how external factors affect individuals' intrinsic beliefs and their intentions to adopt new technologies Central to this model are two critical components: perceived usefulness (PU), which is the belief that using a system enhances job performance, and perceived ease of use (PEOU), which refers to the belief that using a system requires minimal effort By examining these factors, TAM provides valuable insights into the motivations behind technology acceptance and usage.

The Technology Acceptance Model (TAM), originally developed by Davis et al in 1989 and later extended by Venkatesh in 2000, serves as a foundational framework in numerous technology-related studies due to its simplicity and adaptability Its widespread application in the field of information technology has led to continuous validation and evaluation of its effectiveness Research, including studies on e-training (Zainab et al., 2017) and e-learning (Tarhini et al., 2017), has expanded TAM by incorporating additional external variables alongside perceived usefulness (PU) and perceived ease of use (PEOU), providing deeper insights into the factors influencing user acceptance behavior across various contexts.

This research employs the Technology Acceptance Model (TAM) to create a questionnaire and open-ended questions aimed at exploring EFL learners' perceptions of social media's role in vocabulary acquisition The study defines perceived usefulness (PU) as the degree to which EFL learners believe that social media enhances their vocabulary learning Conversely, perceived ease of use (PEOU) refers to the learners' belief that acquiring vocabulary through social media is a straightforward and effortless process.

The Technology Acceptance Model (TAM) was developed to explain user behaviors in adopting new technologies within organizations (Balouchi & Samad, 2020) While TAM has proven effective in predicting the adoption of information technology applications, it may fall short in addressing the behaviors of learners in the context of rapidly changing technologies, such as social media for vocabulary acquisition Consequently, researchers advocate for expanding the TAM framework to encompass a broader range of users and scenarios This indicates that the original TAM may not adequately clarify the motivations behind English as a Foreign Language (EFL) learners' use of social media for vocabulary learning Therefore, integrating additional relevant factors into the original TAM is essential to enhance its explanatory power and better understand EFL learners' engagement with social media vocabulary learning strategies (Hu et al., 1999).

Perceived interaction is a fundamental element of the learning process in cyberlearning, as highlighted by Eom and Ashill (2016) and Agudo-Peregrina et al (2014) Kara et al (2020) define interaction in this context as the collaboration between online learners and various aspects of cyberlearning Srivastava (2012) emphasizes that online platforms fostering relationships among individuals with shared interests or backgrounds provide essential web-based interaction opportunities Furthermore, interaction plays a vital role in program success and learner satisfaction, according to Kuo and Belland (2016) Numerous studies have identified significant models and frameworks, including Moore's (1989) framework of interaction and Jung's interaction taxonomy.

This research adopts Moore’s (1989) interaction frameworks, which identify three key forms of virtual education interactions: between learners and learning content, between learners and instructors, and among learners themselves Previous studies have shown that these interactions positively influence the academic performance of EFL learners Additionally, social media enhances active learning opportunities for EFL learners by facilitating engagement with native speakers and other L2 learners, effectively overcoming geographical and time-related barriers.

This study examines how EFL learners perceive the impact of social media on enhancing their communication skills, specifically in interacting with fellow EFL learners and native English speakers.

Perceived enjoyment plays a crucial role in motivating individuals to adopt new media and technology, as highlighted by Venkatesh et al (2012) and Huang and Ren (2020) Defined as the enjoyment derived from using a system or product, independent of any anticipated performance outcomes (Davis et al., 1992; Venkatesh, 2000, as cited in Balouchi & Samad, 2020), this element is integral to the Technology Acceptance Model (TAM) for understanding user acceptance The impact of perceived enjoyment aligns with hedonic motivation theory (Cabanac, 1992) and self-determination theory (Ryan and Deci, 2000) Additionally, Heijden van der (2004) incorporated enjoyment into the original TAM model, further emphasizing its significance in user behavior.

Research by Lang (2018), Davis et al (1992), and others highlights that enjoyment serves as an internal motivation influencing user acceptance, complementing perceived usefulness (PU) as an external motivator Additionally, recent studies, including those by Ramírez-Correa et al (2019), have shown that perceived enjoyment significantly affects user behavioral intentions in entertainment technology environments.

This study examines perceived enjoyment among EFL learners, highlighting their belief that using social media is pleasurable and enjoyable, despite any potential drawbacks.

RESEARCH METHODS

Research question

The research was carried out among English-majored students at the Banking Academy of Vietnam with the objective of addressing the following questions:

1 What are EFL students’ perceptionstowards using social media for vocabulary enlargement?

2.What are the difficulties that EFL students usually encounter when acquiring vocabulary via social media?

Research design

This research employed a mixed-method approach, integrating both quantitative and qualitative techniques to explore EFL learners' perceptions and challenges in vocabulary acquisition via social media The quantitative analysis provided statistical insights into the frequency and patterns of these challenges, while qualitative data from open-ended questions offered in-depth perspectives on the specific issues faced by students.

2011) In short, the mixed-method approach allowed for a comprehensive understanding of the research topic, thus improving the validity and reliability of the study.

Research sampling

The research will utilize convenience sampling to gather primary data, focusing on easily accessible participants without additional criteria (Etikan et al., 2016) The study will involve 104 participants from the Faculty of Foreign Languages at the Banking Academy of Vietnam, where the researcher is currently enrolled Among the participants, there are 24 males and 80 females, all of whom are Vietnamese and aged between 18 and 22 years.

Table 3 1 Number of ATC students joined in the survey

The researcher employed purposive sampling to select five participants—one male and four females—ensuring a diverse range of responses based on gender, age, English proficiency, and native place This technique, defined by Etikan et al (2016), aims to gather unique and valuable insights relevant to the study All selected participants were available for the open-ended questions, contributing to the richness of the data collected.

Participant Gender Age Level of English Proficiency

Table 3 2 Background information of open-ended questions participants

Research instruments

Balouchi and Samad (2020) modified a questionnaire to explore EFL learners' perceptions regarding vocabulary acquisition through social media The survey utilized a five-point Likert scale, allowing respondents to express their agreement or disagreement with various statements, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).

This research survey is structured into two main sections The first section features six demographic questions regarding participants' gender, academic year, English learning experience, social media usage frequency, vocabulary acquisition through social media, and preferred social media platforms The second section consists of 24 items categorized into five parts: Perceived Usefulness, Perceived Ease of Use, Perceived Interaction, Perceived Enjoyment, and Behavioral Intention Participants responded to these items using a five-point Likert scale to evaluate EFL learners' perceptions of vocabulary acquisition through social media.

PU1 Social media (e.g Facebook, TikTok, Instagram, …) improve my vocabulary learning

PU2 Social media (e.g Facebook, TikTok, Instagram, …) help me to learn vocabulary more efficiently

PU3 Social media (e.g Facebook, TikTok, Instagram, …) make my vocabulary learning easier

Social media (e.g Facebook, TikTok, Instagram, …) help me keep active and motivated as I can have vocabulary learning sources available everywhere and anytime

PU5 Social media (e.g Facebook, TikTok, Instagram, …) increase my vocabulary learning productivity

On the whole, I find Social media (e.g Facebook, TikTok, Instagram, …) useful for my vocabulary learning

PEOU1 I find it easy to use social media (e.g Facebook,

PEOU2 I find it easy to learn vocabulary via social media (e.g

PEOU3 I find it easy to access vocabulary learning contents via social media (e.g Facebook, TikTok, Instagram, …)

PEOU4 I find it convenient to learn vocabulary via social media

PEOU5 I find it easy to understand the content provided via social media (e.g Facebook, TikTok, Instagram, …)

Social media (e.g Facebook, TikTok, Instagram, …) let me interact easily with friends from English- speaking countries

Social media (e.g Facebook, TikTok, Instagram, …) is capable of enhancing interest and communication to my vocabulary learning environment

I usually improve my vocabulary learning simultaneously with other L2 learners through interaction (e.g comments, replies, …) on social media

On the whole, I believe social media (e.g Facebook, TikTok, Instagram, …) provides good opportunities for interaction with other L2 learners

Perceived PE1 I find using social media enjoyable

Enjoyment PE2 The actual process of using social media is pleasant

PE3 I have fun using social media PE4 I find using social media entertaining PE5 I find using social media interesting

Assuming I had access to social media (e.g Facebook, TikTok, Instagram, …), I do not hesitate to use them for my vocabulary learning

Assuming I had access to social media (e.g Facebook, TikTok, Instagram, …), I intend to use them for my vocabulary learning

Given that I had access to social media (e.g Facebook, TikTok, Instagram, …), I predict that I would use them for my vocabulary learning

I plan to use social media (e.g Facebook, TikTok, Instagram, …) for my vocabulary learning in the future

Table 3 3 Items included in the questionnaire

After analyzing the survey results, the study moved to its qualitative phase to explore EFL learners' views on using social media for vocabulary acquisition and the challenges they faced with this method To gather detailed insights, the researcher employed open-ended questions with three specific inquiries aimed at collecting personalized data.

To this end, a purposive sample of five respondents was selected from a total of 104 participants to respond to the open-ended questions.

Data Collection Methods

The survey underwent a meticulous design and review process and was subsequently sent to the supervisor for feedback prior to distribution to a cohort of English-majoring students

In the initial phase, a pilot study was carried out to assess the reliability of the survey, involving 15 English major students from the Banking Academy of Vietnam These participants were asked to provide honest and comprehensive responses to aid the researcher in evaluating the survey's dependability.

The reliability analysis using Cronbach's Alpha revealed satisfactory coefficients for the independent variables: Perceived Usefulness (PU) at 872, Perceived Ease of Use (PEOU) at 842, Perceived Interactivity (PI) at 914, Perceived Enjoyment (PE) at 946, and Behavioral Intention (BI) at 814 All values exceed the minimum threshold of 0.6, as recommended by Hair et al.

(2009) Consequently, all 24 observed variables were retained owing to their satisfactory level of reliability

During the second phase of the study, a survey was distributed to target participants for data collection Administered between March 25th and March 30th, the survey garnered 104 valid responses.

The survey was conducted using Google Forms and shared with participants via Facebook and Zalo The decision to opt for an online survey instead of a paper-based one was influenced by several factors Firstly, the research coincided with a National Defense Education course for first-year English majors in Son Tay, making direct data collection challenging Additionally, the online format facilitated quicker and more efficient data entry and processing Given that the participants were English majors, the researcher ensured that the questionnaire was distributed in English.

The researcher conducted a thorough analysis of quantitative data before purposefully selecting five participants based on criteria including gender, age, English proficiency, and geographical background These participants received open-ended questions through Facebook and Zalo, providing them with the opportunity to formulate thoughtful and detailed responses.

Before addressing the main questions, the researcher outlined the study's purpose and assured participants of their right to withdraw at any time Confidentiality was highlighted as a vital component of the research The study phase with five students took place from April 9th to April 11th, during which all participants submitted their responses via a Google Docs link.

Data Analysis Procedures

After the quantitative data collection process, the responses were carefully filtered to ensure high-quality samples for analysis The data was then processed using Excel 2016 and analyzed with SPSS Version.

The researcher employed Cronbach’s Alpha coefficient to eliminate unsuitable variables and evaluate the reliability of the scale According to Nunnally (1978), a Cronbach’s Alpha index of 0.7 or above is deemed ideal for a reliable scale, while Hair et al (2009) suggest that an index of 0.6 or higher is acceptable.

The Corrected Item-Total Correlation measures the relationship between each observed variable and the other variables in a scale According to Cristobal et al (2007), an ideal observed variable should have a Corrected Item-Total Correlation of 0.3 or higher for a reliable scale Variables with a correlation below 0.3 may need to be considered for exclusion to enhance the scale's dependability.

All the responses to section 2 in the questionnaire will be analyzed to generate their mean and then interpreted according to the distance value

The class interval will be calculated using the following formula:

Class Interval = (Maximum Class - Minimum Class) : (Number of Level) = (5 - 1) : 5 = 0.8

As a result, the mean score range is determined in Table 3.4 below:

Mean Scores Level of Agreement

Correlation coefficients are essential statistical tools for assessing the strength of linear relationships between two variables The Pearson correlation coefficient (r) is commonly used to quantify the association between two quantitative variables, with values ranging from -1 to 1 A positive correlation is indicated by r > 0, while r < 0 signifies a negative correlation, and r = 0 suggests no relationship To determine the significance of the correlation, the Sig index should be analyzed; a Sig value of ≤ 0.05 indicates a significant linear correlation between the variables (Andy Field, 2009).

The qualitative data was analyzed using thematic analysis, a methodology for

“identifying, analyzing and reporting patterns (themes) within data” (Braun & Clarke,

2006, p.79) Braun and Crake (2006) underscored the significance of thematic analysis in providing a qualitative, comprehensive, and nuanced representation of the information

The collected responses were translated into English and compiled into a single file for analysis The researcher carefully reviewed these responses, highlighting key words, phrases, and concepts related to the research questions to identify key themes based on similarities and connections These themes were examined in the context of the research questions, leading to a deeper understanding of participants' attitudes and experiences regarding vocabulary acquisition through social media The findings were reported in a thorough and organized manner, capturing every detail accurately.

Ethical Considerations

The study prioritized ethical considerations by ensuring participants provided informed consent prior to data collection Researchers clearly communicated the research objectives, procedures, and participants' rights before interviews To maintain participant anonymity, encryption techniques were employed during data analysis and reporting, with data stored securely and accessible only to the researcher.

FINDINGS

Demographic results

Figure 4.1 highlights a significant gender imbalance among participants, with females representing 76.9% of the total sample compared to only 23.1% for males This disparity may be due to the Faculty of Foreign Languages typically having a larger enrollment of female students.

Figure 4.2 illustrates that senior students made up the largest percentage of respondents, representing 40.4% of the total sample In contrast, freshmen, sophomores, and juniors had a moderate share of 20.2%, 22.1%, and 17.3%, respectively

A significant 57.7% of respondents have been studying English for over ten years, indicating a strong foundation in the language Additionally, 18.3% have learned for eight to nine years, while 12.5% have six to seven years of experience Those with three to five years of study make up 10.6%, and a mere 1% have been learning for less than three years This data highlights that English major students at BAV possess extensive and in-depth English learning experiences.

Validity and Reliability

This study collected 104 questionnaire responses, and to assess the internal consistency of the questionnaire, Cronbach’s Alpha (α) was calculated for each construct The findings, detailed in Table 4.1, indicated the reliability of the five constructs.

 values were 919 (Perceived Usefulness), 920 (Perceived Ease of Use), 847

Figure 4 2 Participants’ English learning experience

(Perceived Interaction), 942 (Perceived Enjoyment), and 768 (Behavioral Intention) Notably, these values exceed the recommended threshold of 0.7, as suggested by Nunnally (1978), indicating that the reliability of the questionnaire has been established

Construct Cronbach’s Alpha Number of items

Table 4 1 Reliability and Construct Validity

Students’ perception toward vocabulary learning via social media

4.3.1 Social media usage in learning vocabulary

According to Figure 4.4, a significant 93.1% of participants reported accessing social media multiple times daily, whereas only 6.7% used it once a day, and an even smaller fraction engaged with it a few times a week.

Figure 4 4 Participants’ usage frequency of social media

Despite spending significant time on social media, participants utilize it infrequently for vocabulary acquisition According to the data, 46.2% of participants indicated that they sometimes use social media for this purpose, which is six times higher than those who rarely engage in vocabulary learning through these platforms and nearly 4.4 times more than those who always do Additionally, a notable 35.6% of participants reported often using social media to enhance their vocabulary.

According to Figure 4.6, YouTube is the leading platform for learning English vocabulary, with a usage rate of 72.1% Following YouTube, Facebook and TikTok are also popular, with 56.7% and 53.8% of users, respectively, utilizing them for vocabulary acquisition Instagram ranks fourth, with 31.7% of participants indicating its use for learning English vocabulary.

Figure 4 5 Participants’ frequency of using social media in learning vocabulary

Figure 4 6 Participants’ Favorite Social Media in Vocabulary Acquisition

BAV's English major students actively use social media, but primarily for purposes other than learning vocabulary Among these platforms, YouTube, Facebook, and TikTok stand out as the preferred choices for vocabulary acquisition, thanks to their engaging and dynamic content that enhances interest and supports effective learning and application of vocabulary in real-life contexts.

4.3.2 Perception towards the Usefulness of Social Media in Vocabulary

According to Table 4.2, most English major students at BAV view social media as a beneficial resource for vocabulary acquisition, reflected by an average score exceeding 3.41 across all variables Specifically, the item PU4 indicates that platforms like Facebook, TikTok, and Instagram enhance students' engagement and motivation in their learning process.

I can have vocabulary learning sources available everywhere and anytime” stands out as the most agreed-upon statement with M=3.79 On the other hand, item PU5

“Social media (e.g Facebook, TikTok, Instagram, …) increase my vocabulary learning productivity” received the lowest mean value of 3.49

The findings from open-ended questions support the idea that social media provides a diverse and engaging vocabulary learning experience, sparking learners' curiosity and improving their retention.

Social media platforms enhance vocabulary retention by incorporating engaging visual aids, as noted by users who find that interesting videos and images significantly improve their memory The diversity of learning formats and the continuous update of trends on these platforms also foster greater interest in the learning process, making it more enjoyable and effective.

Exposure to authentic communication on social media platforms, such as videos and posts, helps students develop a deeper understanding of language in real-life contexts One student noted that social media offers access to materials from native speakers, including colloquial expressions and slang, which enhances vocabulary comprehension Another student emphasized that social media presents diverse contexts for learning vocabulary related to daily life, politics, science, and nature, allowing for a better grasp of word usage and combinations in real-world situations.

Social media (e.g Facebook, TikTok, Instagram, …) improve my vocabulary learning

Social media (e.g Facebook, TikTok, Instagram, …) help me to learn vocabulary more efficiently

Social media (e.g Facebook, TikTok, Instagram, …) make my vocabulary learning easier

Social media (e.g Facebook, TikTok, Instagram, …) help me keep active and motivated as I can have vocabulary learning sources available everywhere and anytime

Social media (e.g Facebook, TikTok, Instagram, …) increase my vocabulary learning productivity

On the whole, I find Social media (e.g

Facebook, TikTok, Instagram, …) useful for my vocabulary learning

Table 4 2 Students’ perception towards the usefulness

4.3.3 Perception towards the Ease of Use of Social Media in Vocabulary

Most students perceive social media as a valuable tool for enhancing their vocabulary, as indicated by Table 4.3 The item PEOU2, which states, “I find it easy to learn vocabulary via social media (e.g., Facebook, TikTok, Instagram),” received a lower mean score of 3.66, while PEOU1, “I find it easy to use social media,” scored higher at 4.05 This suggests that English major students at BAV face minimal challenges in using social media for vocabulary expansion Supporting this, one student noted that integrating vocabulary learning into these platforms allows for effortless absorption of new words while engaging with content Another student highlighted the accessibility of various vocabulary resources, favorite topics, and online quizzes that aid in retention.

PEOU1 I find it easy to use social media (e.g

I find it easy to learn vocabulary via social media (e.g Facebook, TikTok, Instagram, …)

I find it easy to access vocabulary learning contents via social media (e.g Facebook, TikTok, Instagram, …)

I find it convenient to learn vocabulary via social media (e.g

I find it easy to understand the content provided via social media (e.g

Table 4 3 Students’ perception towards the ease of use

4.3.4 Perception towards the Interaction of Social Media in Vocabulary

The data from Table 4.4 indicates that most respondents believe social media interactions facilitate vocabulary acquisition, with mean values ranging from 3.25 to 3.75, reflecting a general consensus from Neutral to Agree The item PI1, stating that "Social media (e.g., Facebook, TikTok, Instagram, etc.) allows me to easily interact with friends from English-speaking countries," received the highest agreement at a mean value of 3.75 In contrast, the lowest mean value was noted for item PI3, which states, "I usually improve my vocabulary learning simultaneously with other L2 learners through interaction (e.g., comments, replies, etc.) on social media," with a mean of 3.25.

Although item PI3 mostly received neutral reactions from the survey participants,

A recent study revealed that 60% of participants had a positive view of learning through social media platforms One participant noted that social media facilitates interactive learning experiences, such as quizzes and discussions, which create a sense of community among learners Another emphasized that social media exposes learners to vocabulary in authentic contexts, enhancing their understanding and retention of words Additionally, a third participant highlighted the benefits of engaging with native speakers and reading comments on articles, stating that these interactions significantly improve vocabulary retention and comprehension.

English major students at BAV recognize social media as a powerful platform for engaging with L2 learners globally, fostering a collaborative environment for vocabulary acquisition.

Social media (e.g Facebook, TikTok, Instagram, …) let me interact easily with friends from English-speaking countries

Social media (e.g Facebook, TikTok, Instagram, …) is capable of enhancing interest and communication to my vocabulary learning environment

I usually improve my vocabulary learning simultaneously with other L2 learners through interaction (e.g comments,

3.25 Neutral replies, …) on social media

On the whole, I believe social media (e.g

Facebook, TikTok, Instagram, …) provides good opportunities for interaction with other L2 learners

Table 4 4 Students’ perception toward the interaction

4.3.5 Perception towards the Enjoyment of Social Media in Vocabulary

According to Table 4.5, respondents unanimously agreed on the enjoyment of social media, with a median score of 4.03 The item with the highest mean value, 4.12, was PE4, stating, "I find using social media entertaining," while the lowest mean value of 3.81 was for PE2, which stated, "The actual process of using social media is pleasant." These results indicate that English major students at BAV generally feel relaxed and entertained when engaging with social media.

PE1 I find using social media enjoyable 4.02 Agree

PE2 The actual process of using social media is pleasant 3.81 Agree

PE3 I have fun using social media 4.03 Agree PE4 I find using social media entertaining 4.12 Agree PE5 I find using social media interesting 4.06 Agree

Table 4 5 Students’ perception towards the enjoyment

4.3.6 Behavioral Intention of Using Social Media for Vocabulary Acquisition

The mean values of behavioral intention items, as indicated in Table 4.6, range from 3.36 to 3.63, reflecting a shift from Neutral to Agree among respondents Notably, the item BI4, which states, "I plan to use social media (e.g., Facebook, TikTok, Instagram, etc.) for my vocabulary learning in the future," received a strong agreement with a mean value of 3.63 Conversely, the item BI2 shows a different trend.

Students at the Faculty of Foreign Languages show a growing interest in using social media platforms, such as Facebook, TikTok, and Instagram, for vocabulary learning, evidenced by a mean value of 3.36 This indicates a positive trend towards integrating social media into their language acquisition strategies in the future.

Assuming I had access to social media (e.g Facebook, TikTok, Instagram, …), I do not hesitate to use them for my vocabulary learning

Assuming I had access to social media (e.g Facebook, TikTok, Instagram, …), I intend to use them for my vocabulary learning

Given that I had access to social media (e.g Facebook, TikTok, Instagram, …), I predict that I would use them for my vocabulary learning

I plan to use social media (e.g Facebook, TikTok, Instagram, …) for my vocabulary learning in the future

Challenges in learning vocabulary via social media

Although social media has undoubtedly revolutionized the way we learn vocabulary, most of the respondents found it challenging to learn vocabulary on an online platform

Social media can hinder vocabulary learning due to various external factors Students S1, S2, and S4 report frequent distractions from irrelevant content, as social media is primarily an entertainment platform This often leads to students becoming engrossed in engaging videos, causing them to unconsciously stray from their language learning goals Additionally, student S3 faces physical discomfort from prolonged screen time, which may stem from the belief that social media is exclusively for entertainment.

Students have reported that social media provides captivating content that can significantly distract them from their studies, often leading to excessive viewing of enticing videos.

Social media platforms are intentionally engaging, often causing distractions that hinder language learning Students may struggle to maintain focus on their educational goals, as they are tempted to explore unrelated content or participate in off-topic discussions.

S2: “I get distracted by irrelevant content when surfing the internet, so I’m not learning anything.”

Using my phone for studying often leads to discomfort, as I experience significant eye and head pain after just 10 minutes Consequently, I tend to turn off my phone and take a break to sleep.

S4: “I can be distracted by many other irrelevant features like messages, and notices from other users.”

The accuracy of vocabulary learning information on social media is a significant concern for students S1 and S2 They emphasize that content may originate from both native speakers and L2 learners, potentially causing confusion The creators' language proficiency greatly affects content quality, which in turn impacts learners' comprehension Moreover, the informal language prevalent on social media, including slang and colloquialisms, can be confusing or misleading for language learners.

Students often express concerns about the reliability and accuracy of vocabulary learning information found on social media, questioning the appropriateness of the content and the correct usage of words.

Not all social media content is reliable or appropriate for language learners, as it often includes slang, colloquialisms, and grammatical errors that can mislead individuals and may not align with their proficiency levels.

S2: “A lot of false information has not been verified I’m sometimes confused and misled by the slang used by native speakers as well as comments about their meaning from other L2 learners ”

DISCUSSION

Students’ perception toward using social media for vocabulary learning 42 5.2 Challenges encountered by learners when learning vocabulary via social

This study explores BAV English major students' views on vocabulary enhancement through social media, utilizing both qualitative and quantitative data for a deeper understanding of vocabulary acquisition The findings reveal that these students have a favorable attitude towards using social media as a vocabulary-learning tool, consistent with previous research by Al Mubarak (2017) and Alghameeti (2022).

ATC students dedicate a considerable amount of time to social media, with 46.2% reporting only occasional use for vocabulary learning However, a significant majority expressed a strong intention to leverage social media platforms like Facebook, TikTok, and Instagram for vocabulary enhancement in the future This trend indicates that Generation Z students are increasingly inclined to adopt technological methods in their educational pursuits.

Students view social media as a powerful tool for vocabulary expansion, finding motivation and interest through its diverse online resources Engaging short videos and posts on everyday topics capture learners' attention and facilitate effortless vocabulary growth This aligns with research by Pham et al (2023) and Agustin & Ayu (2021), highlighting the effectiveness of video clips in vocabulary acquisition Furthermore, social media promotes participation in popular challenges that often incorporate conversations or songs, enhancing the learning experience (Alghanmeeti, 2022).

Social media serves as a valuable and diverse resource for expanding vocabulary, allowing learners to engage actively in their education at their convenience This flexibility boosts motivation, as students can study without waiting for specific opportunities Platforms like Facebook empower learners to take control of their vocabulary development, enabling them to explore links and instructional videos at their own pace (Kabilan & Zahar, 2016).

Social media serves as an effective active learning environment that enhances students' vocabulary Engaging with English content on these platforms allows students to broaden their vocabulary and understand the appropriate usage of words in various contexts, as highlighted by Zainal and Rahmat.

Videos significantly enhance vocabulary recognition and comprehension, offering learners exposure to real-life contexts that improve their language skills (Ktoridou et al., 2002) Platforms like YouTube serve as valuable resources, providing authentic language materials that facilitate English language learning (Kabooha & Elyas, 2018).

Social media has emerged as a dynamic platform for creating interactive learning environments, enabling students to connect with both L2 learners and native speakers globally (Arumugam et al., 2020) It enhances vocabulary practice by facilitating engagement among learners, making the process more enjoyable and effective The interaction between learners and teachers fosters a vibrant community that boosts motivation and confidence (Kabilan & Zahar, 2016) Many students are increasingly motivated to use Facebook as a learning tool, actively accessing valuable information shared within relevant groups (Al Mubarak).

Social media platforms like YouTube, Facebook, Instagram, and Twitter serve as valuable tools for language learners, enabling them to share ideas and engage in discussions easily (Pham et al., 2023) These platforms facilitate interaction through comments and responses, allowing learners to acquire new vocabulary and understand its usage from both native speakers and fellow L2 learners Consequently, social media fosters collaboration and knowledge sharing among students, creating a supportive and motivating environment that enhances language practice and boosts learners' confidence (Zainal & Rahmat, 2020).

Students have found that integrating social media into their vocabulary memorization strategies significantly boosts their learning Engaging visual content, such as videos and images, plays a crucial role in helping them retain new words This approach is supported by the research conducted by Pham et al (2023) and Sinta & Zulfitri.

Combining visual and auditory senses enhances teaching effectiveness more than using them separately (Mayer, 2001) For example, TikTok duet videos engage and inspire students while significantly improving their retention of English adjectives (Sinta & Zulfitri, 2022).

A recent study reveals that students learning a second language view social media positively, recognizing it as a valuable tool for expanding their vocabulary The use of social media enhances their learning motivation and interest, creates engaging and interactive environments, and improves their ability to retain new vocabulary effectively.

5.2 Challenges encountered by learners when learning vocabulary via social media

The findings indicated that while social media can bring benefits to learners, there are still challenges to be addressed including distraction and accuracy of information

Many students experience distractions from notifications and unrelated content, negatively impacting their learning This issue also affects social media users, who often prioritize messages over their work or study Furthermore, respondents report feelings of fatigue and drowsiness during educational activities, likely due to the psychological link between social media and leisure.

In 2023, it was recognized that the entertainment-focused nature of social media poses significant challenges for student concentration The captivating allure of engaging videos often causes students to scroll through content mindlessly, hindering their ability to maintain focus on their studies.

Concerns about the reliability of information on various platforms have emerged due to content being generated by a diverse group of users, including non-native speakers (Zainal & Rahmat, 2020) This highlights the challenges in ensuring the accuracy and credibility of online information.

In 2023, students encounter diverse knowledge from various content creators, yet the quality of this content largely hinges on the creators' expertise Poor-quality content can adversely affect language acquisition by disseminating misleading information and incorrect word usage, leading to misunderstandings of word meanings Respondents have expressed challenges in grasping online slang and colloquialisms, which hinders their comprehension abilities, as noted by Le (2023) Additionally, the prevalence of slang can negatively impact learners' formal writing skills.

SUMMARY OF THE FINDINGS, IMPLICATIONS AND

Summary of the findings

This study explores the perceptions of English-major students at the Banking Academy of Vietnam regarding social media's role in vocabulary acquisition The findings reveal that these students hold positive attitudes towards utilizing platforms like Facebook, YouTube, TikTok, and Instagram for vocabulary enhancement As the younger generation spends considerable time on social media, it is evident they leverage these platforms to expand their vocabulary knowledge The research highlights that engaging visual aids, such as videos and images, significantly improve word retention and learning effectiveness Additionally, social media promotes collaborative learning, allowing students to interact with native speakers and fellow learners, thereby enhancing their ability to use vocabulary naturally and appropriately.

Students' perspectives on vocabulary acquisition are twofold, focusing on their enthusiasm for learning and the effectiveness of social media Their eagerness to enhance vocabulary stems from various factors, such as the desire to expand their knowledge, improve usage, increase interest in language learning, foster an active learning environment, and boost word retention On the other hand, social media is seen as a valuable tool for vocabulary improvement, as it facilitates acquisition and promotes interactivity However, learners also face challenges, including distractions and concerns over the accuracy of information encountered on these platforms.

Implications

First, due to the vast array of English language content available on these platforms, students should find a reliable source of language and vocabulary learning

For accurate and reliable information, it is essential to consult verified and reputable sources like VOA Learning English and BBC Learning English This approach addresses credibility concerns and helps learners acquire precise and trustworthy knowledge.

To maintain enthusiasm for language learning, learners should identify their interests to enhance knowledge and vocabulary acquisition Setting clear goals and dedicating specific time for study can help track progress and sustain motivation Establishing a daily routine focused on vocabulary practice provides a structured approach to learning, ensuring consistent engagement and improvement.

To enhance language learning, it is essential to actively engage with social media platforms, particularly language learning forums By participating in discussions and challenges, learners can practice sentence formation, idea expression, and comprehension, effectively bridging the gap between theoretical knowledge and practical application Furthermore, creating content in English—such as writing posts or producing short videos—reinforces language skills and boosts confidence in public usage.

Students are encouraged to leverage social media as a powerful tool for vocabulary and language learning By following educational pages, accounts, and groups that share diverse content such as news articles, podcasts, videos, and blogs in English, learners can access a rich array of resources This immersion in various topics allows them to encounter different speaking styles and accents while actively practicing the language in real-world contexts.

Educators can utilize social media's educational tools to improve vocabulary instruction by creating engaging lecture videos that enhance student retention By incorporating visuals, music, and creative presentations, these videos become more stimulating Additionally, using images, memes, and videos in lessons can further enrich the learning experience, making it both memorable and visually appealing.

Educators can enhance vocabulary instruction by integrating social media, creating a dynamic and supportive learning environment By utilizing class groups on social media platforms, teachers can facilitate discussions on various topics, allowing students to express their ideas in English, which strengthens language skills and promotes engaging peer interaction Furthermore, social media enables educators to customize vocabulary exercises to match students' proficiency levels and interests, ensuring that learning materials are diverse and tailored to meet the unique needs of each student.

Social media platforms offer real-time insights into the evolution of language, enabling educators to stay updated on new vernacular trends and slang By actively monitoring these platforms, educators can enhance their understanding of contemporary language use Furthermore, they can boost learners' vocabulary skills through engaging activities like duet challenges in videos.

By leveraging this approach, educators can help learners develop their vocabulary skills in an engaging and effortless manner

Social media serves as an effective vocabulary teaching tool by integrating authentic language usage into lesson plans through relevant hashtags, posts, and discussions Furthermore, educators can evaluate students' vocabulary acquisition and application in specific contexts by analyzing their social media activities, including comments, responses, and posts.

Finally, social media can also serve as a collaborative platform for educators

Connecting with language teachers globally enhances professional development and uncovers innovative vocabulary teaching methods Online discussions provide a valuable platform for sharing best practices and ideas, positioning social media as an essential resource for language educators.

Limitations and recommendations for further research

The limited participant pool may have resulted in a narrow representation of the target population's opinions Time constraints prevented the study from examining lecturers' perceptions of using social media for vocabulary learning Moreover, the questionnaire and open-ended questions primarily addressed the benefits of social media, overlooking potential drawbacks, which could have led to a biased and less objective research outcome.

Future research should focus on including a larger participant pool and employing diverse research methods, such as observations, pre-tests/pro-tests, and experimental or control groups, to address current limitations and yield more comprehensive, objective results Furthermore, it is essential for upcoming studies to explore instructors' perceptions of using social media for teaching and learning vocabulary.

Abbas, Gulzar, and Hussain (2019) explore the influence of social media platforms, specifically Facebook and YouTube, on the vocabulary acquisition of ESL learners, highlighting the potential benefits of these tools in enhancing language skills Their study, published in the Journal of Communication and Cultural Trends, underscores the significance of integrating social media into language learning environments to foster engagement and improve vocabulary retention Additionally, Agudo-Peregrina, Hernández-García, and Pascual-Miguel (2014) contribute to this discourse by examining further implications of social media in educational contexts.

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The study by Leong et al (2018) explores how experience influences the intention to adopt mobile social network sites for educational purposes, extending the technology acceptance model Additionally, Liu (2010) discusses language learning strategies and proposes a training model to enhance these strategies This research highlights the importance of user experience in technology adoption for educational contexts and the need for effective training models in language learning.

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A study conducted by Pham et al (2022) examines the English presentation skills of English-majored students at Van Lang University in Vietnam The research highlights the current proficiency levels and challenges faced by students in delivering effective presentations in English Findings indicate a need for improved training and resources to enhance these skills, ultimately aiming to better prepare students for professional environments The study is published in the International Journal of TESOL & Education, providing valuable insights for educators and institutions focused on language education.

A study by Pham, Van Nguyen, and Cao (2023) published in the International Journal of TESOL & Education explores how Vietnamese students perceive the use of social media to improve their English vocabulary Conducted at Van Lang University, the research highlights the potential benefits of social media as a tool for language learning, emphasizing its role in enhancing vocabulary acquisition among students The findings suggest that integrating social media into educational practices can significantly support English language development.

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