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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/guided-vs-unguided-social-media-assisted-language-learning-an-in-depth-analysis-of-speaking-performance-willingness-to-communicate-and-social-emotional-learning/594307/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/guided-vs-unguided-social-media-assisted-language-learning-an-in-depth-analysis-of-speaking-performance-willingness-to-communicate-and-social-emotional-learning/594307.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study compare between guided and unguided social media activities?","Question",{"text":112,"@type":113},"The study investigates how guided social media (GSM) and unguided social media (USM) affect EFL learners’ speaking performance and willingness to communicate (WTC).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research method does the study use?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"How do students’ SEL factors relate to success in SMALL?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594307,1792190984,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (3), 102455 (2025)  \n[https://doi.org/10.29140/ajal.v8n3.102455](https://doi.org/10.29140/ajal.v8n3.102455)  \nGuided vs. Unguided social media-assisted language learning: An in-depth analysis of speaking performance, willingness to communicate, and social emotional learning  \nI PUTU INDRA KUSUMAa  DERON WALKERb  PRIYATNO ARDIc   \nLUH GD RAHAYU BUDIARTAd   \na 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  \nAbstract  \nPrevious 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  \nCopyright © 2025  \nI Putu Indra Kusuma, Deron Walker, PriyatnoArdi & Luh Gd Rahayu Budiarta  \nusing 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.  \nKeywords: Mobile-assisted language learning, social media-assisted language learning, teaching speaking, willingness to communicate  \nIntroduction  \nThe 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","cbCaitcQTAokPWKm","https://ap.wps.com/l/cbCaitcQTAokPWKm","pdf",637540,18,"English","# Abstract\n## Study purpose\n## Methodology\n## Findings\n# Keywords\n# Introduction\n## Social media in speaking instruction\n## Willingness to communicate and technology\n## Social emotional learning in SMALL","[{\"question\":\"What does the study compare between guided and unguided social media activities?\",\"answer\":\"The study investigates how guided social media (GSM) and unguided social media (USM) affect EFL learners’ speaking performance and willingness to communicate (WTC).\"},{\"question\":\"Which research method does the study use?\",\"answer\":\"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.\"},{\"question\":\"How do students’ SEL factors relate to success in SMALL?\",\"answer\":\"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.\"}]","Guided vs. Unguided social media-assisted language learning - An in-depth analysis of speaking performance, willingness to communicate, and social emotional learning | PDF",1792078914,45]