Guided vs. Unguided social media-assisted language learning - An in-depth analysis of speaking performance, willingness to communicate, and social emotional learning

Oct 15, 2026

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Previous studies show social media can help students develop speaking skills, yet the specific impact of guided social media (GSM) versus unguided social media (USM) on speaking performance and willingness to communicate (WTC) remains unclear. This study also examines which social and emotional learning (SEL) factors during social media-assisted language learning (SMALL) support learner success. A mixed-methods experiment with Indonesian EFL intact groups compares two experimental conditions (USM, GSM) and a control group, and analyzes quantitative results via nonparametric tests.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Study purpose

Methodology

Findings

Keywords

Introduction

Social media in speaking instruction

Willingness to communicate and technology

Social emotional learning in SMALL

Australian Journal of Applied Linguistics ISSN 2209-0959 [https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) Australian Journal of Applied Linguistics, 8 (3), 102455 (2025) [https://doi.org/10.29140/ajal.v8n3.102455](https://doi.org/10.29140/ajal.v8n3.102455) Guided vs. Unguided social media-assisted language learning: An in-depth analysis of speaking performance, willingness to communicate, and social emotional learning I PUTU INDRA KUSUMAa DERON WALKERb PRIYATNO ARDIc LUH GD RAHAYU BUDIARTAd a English Language Education, Universitas Pendidikan Ganesha, Indonesia b Modern Languages and Literature, California Baptist University, USAc English Language Education, Universitas Sanata Dharma, Indonesia d English Language Education, Universitas Pendidikan Ganesha, Indonesia Abstract Previous studies have indicated that social media has been used by students to develop speaking skills. Nevertheless, precisely how guided social media (GSM) (usage determined by the instructor) and unguided social media (USM) (freely chosen by students) activities in speaking courses affect their speaking skills and willingness to communicate (WTC) remain unclear. It also remains uncertain what social and emotional learning (SEL) factors during the adoption of social media-assisted language learning (SMALL) help to facilitate student learning. Therefore, this study purposed to investigate (1) the effects of GSM and USM on English as a Foreign Language (EFL) students’ speaking performance and WTC and (2) the SEL factors that enable students to thrive during SMALL activities. This study employed a mixed-methods experimental approach, combining quantitative and qualitative data. This study used intact group sampling to recruit Indonesian EFL students who were studying at a state university and formed three groups based on existing classes, as designated by university. The classes included two experimental groups, namely USM (20 students) and GSM (23 students), as well as a control group (26 students) . The quantitative data were analyzed using Kruskal-Wallis and Mann-Whitney U tests while the qualitative data were analyzed Copyright © 2025 I Putu Indra Kusuma, Deron Walker, PriyatnoArdi & Luh Gd Rahayu Budiarta using inductive thematic analysis. The results indicated that USM and GSM significantly improved EFL students’ speaking performance. However, only USM significantly improved WTC. In addition, students’ SEL in SMALL was influenced by factors such as learning engagement, motivation, learning environment, and support. Keywords: Mobile-assisted language learning, social media-assisted language learning, teaching speaking, willingness to communicate Introduction The advent of social media has brought significant shiftsin English language teaching. Research indicates that social media has been used by EFL students worldwide, particularly for the development of speaking skills (e.g., Amiryousefi, 2019; Kusuma & Waluyo, 2023; Lee et al., 2021; Lee & Dressman, 2018; Namaziandost et al., 2019; Rahmawati et al., 2019; Saed et al., 2021; Sockett, 2014; Geoffrey Sockett & Toffoli, 2012; Wongsa & Son, 2022; Zheng & Barrot, 2022). For example, social media is often implemented in informal learning situations without being guided by teachers (Lee et al., 2021; Lee & Dressman, 2018) . On the other hand, social media is also utilized to facilitate speaking skills in formal learning situations through guided activities (e.g., Amiryousefi, 2019; Kusuma & Waluyo, 2023). This leads to the implementation of USM activities, where students have the freedom to choose activities that suit their English learning preferences, and GSM activities, where teachers decide the tasks students must complete. Moreover, due to its adaptability (Lumbyet al., 2014) and positive effects on language learning (e.g., Amiryousefi, 2019; Kusuma & Waluyo, 2023; Sun & Yang, 2015; Zheng & Barrot, 2022), social media has gained rec

FAQs

What does the study compare between guided and unguided social media activities?

The study investigates how guided social media (GSM) and unguided social media (USM) affect EFL learners’ speaking performance and willingness to communicate (WTC).

Which research method does the study use?

It uses a mixed-methods experimental approach, combining quantitative and qualitative data, with nonparametric tests for quantitative analysis and inductive thematic analysis for qualitative data.

How do students’ SEL factors relate to success in SMALL?

Students’ social and emotional learning (SEL) in SMALL is influenced by learning engagement, motivation, learning environment, and support, which helps learners thrive during SMALL activities.

Oct 15, 2026

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