Manuel Mendonca Araujo


Information and Communication Technology (ICT), with its social media platforms, is essential in the education field. This study aimed to discover ICT and its social media platforms used by Indonesian EFL undergraduate students to improve their English. This study was conducted to answer three research questions; (1) What ICT tools do Indonesian EFL undergraduate students use the most to improve their English? (2) What social media platforms (SMP) do Indonesian EFL undergraduate students use the most to improve their English? (3) Why do Indonesian EFL undergraduate students use social media platforms to improve their English? The mixed-method was adopted. The findings revealed that 60% of the participants were using phones at home and 71% using phones in the classrooms. Regarding social media platforms; Google was the first preferred search engine (M = 4.74, SD = .443), YouTube was the second (M = 4.49, SD = .781), TikTok (M = 3.51, SD = 1.442) and Instagram (M = 3.51, SD = .951) were the third preferred social media platforms to improve English. The participants affirmed that using phones is effective to improve English at home and in the classroom. Google, YouTube, TikTok, and Instagram are the common and easiest platforms that are helpful in empowering English. Based on the findings this study recommends that language teachers should adopt these ICT tools to improve students’ level of using ICT and its media platforms. The future researchers could undertake extensive research on the same topic to involve more EFL students from different universities to figure out more representative findings. The implications of this study are discussed.

Save to Mendeley


improve English; information and communication technology (ICT); social media platforms

Full Text:



Alyaa Omar Almarwaey (2017) Using Social-Networking Sites in Learning English Language and Students’ Self-Efficacy. US-China Education Review A, 7(5)

Akarowhe, K. (2017) Information Communication Technology (Ict) in the Educational System of the Third World Countries as a Pivotal to Meet Global Best Practice in Teaching and Development. Am J Compt Sci Inform Technol 5:2. doi:10.21767/2349-3917.100010

Aung, K.T., Razak, R.A., & Nazry, N.N.M. (2021). Establishing Validity And Reliability of Semi-Structured Interview Questionnaire in Developing Risk Communication Module: A Pilot Study. Edunesia: Jurnal Ilmiah Pendidikan, 2 (3):600-606.

Baruah, T. D. (2012). Effectiveness of Social Media as a tool of communication and its potential for technology enabled connections: A micro-level study. International Journal of Scientific and Research Publications, 2(5).

Brush, T., Glazewski, K. D. and Hew, K. F. (2008). Development of an instrument to measure preservice teachers’ technology skills, technology beliefs, and technology barriers. Computers in the Schools, vol. 25, pp. 112-125.

Chai, C. S., Koh, J. H. L. and Tsai, C.-C., 2010. Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology and Society, vol. 13, pp.63-73.

Chou, C. M. (2014). Social media characteristics, customer relationship and brand equity. The Journal of Applied Business and Economics, 16(1), 128–145.

Creswell, J. W. (2012), Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.

Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of Education and Development Using ICT [Online], 9(1). Available:

Hanim, S. (2021). Social Media Usage for Learning English Language. Randwick International of Education and Linguistics Science Journal, 2(3), 470-475.

Hudson, M. (2017) What is social media, and why is it important? The Balance-Retail Small Business. 31, 2018

Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53(1), 59–68.

Koc, M. (2005) Implications of learning theories for effective technology integration and pre-service teacher training: A critical literature review, Journal of Turkish Science Education, vol. 2, pp.2-18.

Lowther, D. L., Inan, F. A., Strahl, J. D., and Ross, S. M. (2008) ‘Does technology integration work when key barriers are removed?’ Educational Media International, vol. 45, pp.195-213.

Monica, & Anamaria, P. (2014). The Impact of Social Media on Vocabulary Learning Case Study-Facebook. Annals of the University of Oradea, Economic Science Series, 23(2).

Mubarak, A.A.A. (2016), ‘Learning English as a Second Language Through Social Media: Saudi Arabian tertiary context," International Journal of Linguistics, 8(6), 112–127.

Rwodzi, C., De Jager, L. & Mpofu, N. (2020) ‘The innovative use of social media for teaching English as a second language’, The Journal for Transdisciplinary Research in Southern Africa 16(1), a702

Shava, H. & Chinyamurindi, W. (2018) ‘Determinants of social media usage among a sample of rural South African youth’, South African Journal of Information Management 201(1), 827.

Weert, T. V. and Tatnall, A. (2005) Information and Communication Technologies and Real-Life Learning: New Education for the New Knowledge Society, Springer, New


Zam Zam Al Arif, T. (2019). The use of social media for english language learning: An exploratory study of efl university students. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 224-233.