| dc.description.abstract | This study explores the influence of social media on students' Willingness to Communicate (WTC) in English as a Foreign Language (EFL) within digital environments. WTC is defined as the individual's inclination to either engage in verbal communication or choose to remain silent when given the option. The research employs a Narrative Inquiry approach to delve into the experiences of an Indonesian EFL learner studying at the University of Islam Malang. Data was gathered through comprehensive narrative interviews, emphasizing the participant's use of social media platforms such as Facebook, YouTube, Instagram, Twitter, TikTok, and Telegram for English language interaction.
The findings demonstrate that digital interactions substantially boost the participant's motivation, self-confidence, and proficiency in English. Social media platforms offer real-time communication, exposure to diverse linguistic contexts, and opportunities for immersive language practice, which collectively enhance the learner's WTC. This study highlights the critical role of integrating digital tools with conventional language education methodologies to foster autonomous learning and elevate students' willingness to communicate in English. These insights add to the expanding field of research on Informal Digital Learning of English (IDLE), emphasizing its significance in language acquisition and readiness for communication.
Future research should delve deeper into the specific aspects and impacts of social media use on EFL learners' Willingness to Communicate. Studies could focus on comparing different social media platforms to identify which features most effectively enhance language skills and confidence. Additionally, researchers should explore the long-term effects of digital interactions on language acquisition and the sustainability of increased WTC. Investigating the role of digital literacy, the influence of teacher and peer support in online settings, and the effectiveness of various digital language learning activities can provide a more comprehensive understanding of how to integrate these tools into traditional education. This approach can offer valuable insights into optimizing digital environments for language learning.
Key words: Willingness to Communicate(WTC), Digital Context, Narrative Inquiry | en_US |
