An Author-Bounded Systematic Review of Studies on Social Media in EFL Teaching and Learning (2008–2025): Skills, Platforms, and Pedagogical Insights

Abstract

This study presents a systematic review (SR) of the author’s research on the use of social media (SM) in language teaching and learning published between 2008 and 2025. The SR synthesizes 33 studies distributed across 11 thematic clusters: pronunciation development using YouTube and AI generated videos; listening skill development through TED Talks and news podcasts; reading skill development; writing and creativity; grammar practice through podcasts; translation skills development; multi skill learning through Facebook; communication in instructional contexts; cultural learning through wikis; delivering academic lectures via live social media streaming; and teachers’ professional development on Facebook. The review provides a longitudinal account of how SM has been integrated into language teaching and learning across multiple platforms (Facebook, X, Skype, YouTube, Periscope, blogs, wikis, podcasts) and multiple skills (listening, pronunciation, reading, writing, culture, translation, and multi skill learning), highlighting the pedagogical potential, purposeful instructional designs, and evolving nature of SM tools in EFL education. Across the 33 studies, SM platforms offered accessible, flexible, and interactive learning environments that enhanced students’ engagement, motivation, and exposure to real world language use. Across clusters, students benefited from multimodal input, opportunities for self regulated learning, and increased interaction with peers, instructors, and global communities. SM also served as a powerful supplementary environment for EFL instruction, providing authentic content, learner autonomy, and diverse pedagogical strategies. This SR offers the first longitudinal, author bounded synthesis of 33 studies conducted over 18 years, documenting how one researcher systematically explored and advanced the use of SM in EFL education. It contributes a unified pedagogical perspective that connects platforms, tasks, and outcomes, and provides a rare insider account tracing the evolution of platforms, instructional practices, and innovations across diverse skills and learning environments. It also highlights the need for continued research that keeps pace with rapidly changing technologies and emerging digital practices. Future research may examine how emerging platforms, such as TikTok, Instagram Reels, Threads, vlogs, vodcasts and AI enhanced tools can be integrated into EFL instruction using evidence based pedagogical frameworks and how learners interact with AI mediated social environments in ways that shape language development, engagement, and digital literacy.