Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 7 (2025)

Social Media and Spoken English: Analyzing Its Influence on Students' Oral Communication and Linguistic Development

Jaycelyn Tagle | Jullie Anne Rafael | Joseline M. Santos

Discipline: Education

 

Abstract:

Purpose – This study examines the influence of social media on stu-dents' oral communication skills and linguistic development in English language learning, identifying key research trends and foundational works. Design/methodology/approach – A bibliometric analysis was con-ducted using 201 peer-reviewed documents from the Scopus database (2010–2025). This dataset reflects influential studies, ensuring high-qual-ity research contributions to technology-enhanced language education. VOS viewer was used to create co-authorship, co-citation, and keyword co-occurrence maps, applying thresholds for citation counts and keyword frequencies to focus on high-impact studies. Findings – The analysis shows growing interest in social media as a tool for enhancing oral proficiency and linguistic competence, with core themes including learner autonomy, digital engagement, language anxiety, and AI-driven tools. Foundational theories like Krashen’s Input Hypothesis and Vygotsky’s Sociocultural Theory were frequently cited, highlight-ing their relevance in digital language education. Practical implications – The findings suggest that social media can en-hance formal education by providing immersive environments for practicing oral communication. Educators are encouraged to integrate social me-dia into curricula to boost motivation, reduce anxiety, and promote real-world language use. Originality/value – This study provides a novel bibliometric synthesis of literature on social media and language development, mapping its intellectual structure and identifying emerging research areas, thus contributing to the discourse on technology-enhanced language education.



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