Digital Literacy and Language Acquisition: Investigating the Impact of Social Media on Second Language Learning

Abstract

Purpose – This research explores the critical intersection between digital literacy and second language acquisition, focusing closely on how engagement with social media shapes learners’ linguistic development. The study’s main objective is to clarify whether—and how—social media participation enhances or impedes the process of acquiring a second language in today’s digitally interconnected world.

Design/methodology/approach – The research employed a rigorous mixed-methods design, combining quantitative surveys and qualitative interviews with second language learners who actively utilize social media for educational purposes. Data sources included participants’ digital literacy assessments, records of online language practice habits, and analysis of interactions across various platforms. Statistical and thematic analyses were integrated to identify significant patterns and enrich the understanding of how digital engagement interacts with language learning outcomes.

Findings – The findings suggest that digital literacy is a core competency in effective online-assisted language learning. Learners with advanced digital skills benefit from greater autonomy, more frequent exposure to authentic language input, and expanded opportunities for real-time communication with proficient speakers. Nevertheless, the study also highlights certain pitfalls, such as cognitive overload, misinformation, and the variable reliability of online resources, which may impede positive language development if left unaddressed.

Research limitations/implications – The study acknowledges inherent limitations, including variations in learners’ access to devices or stable internet, differences in socioeconomic status, and the reliance on self-reported data. Moreover, the rapidly evolving nature of digital platforms may affect the longevity and direct applicability of the findings. Further investigation using longitudinal and cross-cultural designs is encouraged to inform future practice and policy.

Originality/value – This research contributes novel academic and practical insights by explicitly linking digital literacy with second language learning in the dynamic context of social media. The results provide meaningful recommendations for educators, policymakers, and technology developers aiming to shape more effective second language acquisition experiences in digitally infused environments.