Research Article
The EFL Students’ Perception on the Use of Social Media as the Tools of Learning English at UNIKA Santu Paulus Ruteng
@INPROCEEDINGS{10.4108/eai.11-12-2025.2363103, author={Rafika Iwu and Stanislaus Guna and Indra Susanto}, title={The EFL Students’ Perception on the Use of Social Media as the Tools of Learning English at UNIKA Santu Paulus Ruteng}, proceedings={Proceedings of the 5th International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2025, 11-12 December 2025, Ruteng, East Nusa Tenggara, Indonesia}, publisher={EAI}, proceedings_a={ICEHHA}, year={2026}, month={5}, keywords={English Learning Perception Social Media}, doi={10.4108/eai.11-12-2025.2363103} }- Rafika Iwu
Stanislaus Guna
Indra Susanto
Year: 2026
The EFL Students’ Perception on the Use of Social Media as the Tools of Learning English at UNIKA Santu Paulus Ruteng
ICEHHA
EAI
DOI: 10.4108/eai.11-12-2025.2363103
Abstract
This study explores English as a Foreign Language (EFL) students' perceptions of using social media as a tool for learning English at UNIKA Santu Paulus Ruteng. The research focuses on the perceived benefits, challenges, and the most frequently used platforms among learners. Utilizing a quantitative descriptive method, the study involved a sample of 50 participants selected from a population of 94 fifth-semester EFL students. Data were collected using an online closed-ended questionnaire distributed via Google Forms. The findings reveal that students generally hold a significantly positive attitude toward social media for language learning, reporting improvements in listening, speaking, reading, vocabulary, grammar, and pronunciation. YouTube was the most frequently used platform (60%), followed by Instagram (40%), based on a platform usage analysis. While these tools enhance engagement and reduce learning anxiety, students identified technical limitations—specifically poor internet connectivity and device constraints—as primary challenges to effective usage. The study suggests that integrating multimedia platforms into formal educational strategies can optimize language learning outcomes while necessitating digital literacy initiatives to address existing barriers.
