The Role of (Social) Media in Informal English Language Learning Among High School Students in Bosnia and Herzegovina

Abstract

This study examined the role of social media in informal English language learning among high school students in urban and rural areas of Maglaj and Tešanj, Bosnia and Herzegovina. It investigated students' social media use, motivations, perceived language-learning benefits, and experiences of passive and interactive engagement. A mixed-methods design was used, combining quantitative data from 152 students with qualitative responses from 31 students. Quantitative data were analyzed using descriptive and inferential statistics in SPSS, while qualitative responses were analyzed thematically. The study was informed by Social Learning Theory, Constructivism, and Krashen's Input Hypothesis. Students perceived social media as particularly useful for vocabulary and listening development, while accessibility, entertainment, personal interests, communication, travel, and future educational or professional goals were important motivations. Qualitative findings further showed that students valued the flexibility, accessibility, authenticity, and enjoyment of social media-based learning and frequently described incidental learning of vocabulary, expressions, pronunciation, and everyday English. However, distraction, slang, abbreviations, incorrect language use, rapid speech, different accents, and limited opportunities for systematic grammar learning were identified as important challenges. Overall, social media appears to be a valuable complement to formal English instruction, particularly for receptive skills, but structured instruction remains necessary for grammatical accuracy, writing, and sustained productive language use.