Abstract:
This thesis explores the impact of social media on the English language among EFL (English as a Foreign Language) students in Gjakova. Given social media’s growing influence, understanding its effect on language acquisition and proficiency is essential. The study focuses on four main objectives: examining how social media affects vocabulary—especially the use of slang and abbreviations; assessing its impact on grammar and overall language skills; understanding students' attitudes toward social media as a learning tool; and identifying challenges and opportunities it presents. The research involved 60 participants and used a 16-question online questionnaire distributed via Google Forms, combining both quantitative and qualitative data. A mixed-methods approach was used, with descriptive statistics and thematic analysis applied to the results. Findings show that most students regularly use social media for language learning and experience vocabulary growth through exposure to informal expressions. However, challenges were also reported, such as excessive content and limited interaction with native speakers. The study highlights the dual role of social media—both as a facilitator of language development and a source of distraction or confusion. It also notes that students are increasingly adopting informal English, including slang and abbreviations, into their communication. Based on these findings, the thesis recommends that educators thoughtfully integrate social media into language instruction and calls for further research into its long-term effects on language proficiency, especially in English-speaking contexts.
