Insights from educators in highlighting their unique role in technology-enhanced ESL education

Abstract

This study explores the beliefs and perceptions of English as a Second Language (ESL) teachers regarding the impact of social media on students' vocabulary acquisition and literacy development. A qualitative exploratory design was utilized, with data collected through structured interviews with nine ESL teachers. Thematic analysis was performed using NVivo software, following Braun and Clarke's six-phase framework, and interpreted through the lens of Technology-Mediated Learning (TML). Teachers indicated that social media platforms, particularly Facebook, WhatsApp, and TED Talks, positively influenced students' vocabulary and engagement with reading and writing. However, they also expressed concerns about the overuse of informal language and the lack of content curation. The teachers acted as digital gatekeepers, striving to balance technology integration with cultural sensitivity. The study underscores the need for structured digital literacy training for ESL teachers and advocates for the informed integration of social media into language curricula to maximize educational benefits. This research addresses a gap by providing localized, gender-sensitive insights from educators in a conservative context, highlighting their unique role in technology-enhanced ESL education.