Learning English Across Digital and Social Spaces: Exploring EFL Students' Language Learning Experiences

Abstract

Background: Digital and social spaces have increasingly expanded opportunities for English as a Foreign Language (EFL) learners to encounter and use English beyond formal classroom settings. Platforms such as YouTube, Instagram, TikTok, WhatsApp, Discord, and Netflix provide access to authentic language input and opportunities for social interaction, yet students’ actual learning experiences across these spaces remain diverse and largely self-directed.

Aim: This study aims to explore how EFL students experience English language learning across digital and social spaces, with particular attention to their patterns of engagement, motivations, learning strategies, challenges, and perceived benefits.

Method: A qualitative research design was employed using semi-structured interviews with twelve EFL students. The interview data were analyzed thematically to identify recurring patterns across participants’ experiences. The analysis focused on the digital platforms used, learning activities, motivations, strategies, challenges, and perceived learning outcomes.

Results: The findings revealed five overarching themes: (1) multimodal digital engagement, with YouTube, Instagram, and TikTok serving as prominent spaces for English exposure; (2) intrinsically and incidentally driven motivation, particularly through entertainment, social interaction, and personal interests; (3) active and self-directed learning strategies, including repetition, vocabulary searching, contextual guessing, shadowing, and social negotiation; (4) linguistic, psychological, and behavioral challenges, particularly difficulties with fast speech, slang, unfamiliar vocabulary, accents, and fear of making mistakes; and (5) multifaceted perceived benefits, including improvements in listening, vocabulary, comprehension, pronunciation, speaking confidence, grammar awareness, and writing practice.

Conclusion: EFL students’ English learning experiences in digital and social spaces extend beyond passive exposure to English content. These environments function as informal learning ecologies in which learners combine authentic input, social interaction, personal interests, and self-directed strategies. However, the effectiveness of such learning depends on learners’ ability to actively engage with digital content and overcome linguistic and affective barriers. The findings highlight the potential of digital and social spaces as complementary environments for EFL learning beyond the classroom.