Evaluating the Impact of Social Media Usage on English Language Proficiency of Students in the North Central Geo-Political Zone of Nigeria

Abstract

Social media has become an integral part of daily life, particularly among the younger generation and its impact on language skills is a subject of growing concern. This study examined the impact of social media usage on English language proficiency of students in the North Central Geo-Political Zone of Nigeria. The study used descriptive survey design, data were collected from 424 students through a structured questionnaire. The results showed that WhatsApp (91.51%), YouTube (85.38%) and Facebook (80.19%) were the most accessible platforms. Students reported regular use of social media for vocabulary building, reading comprehension, writing improvement and grammar assistance with a grand mean of 3.13 for usage level. The perceived impact on English performance yielded a grand mean of 2.97, indicating moderate to high influence. Regardless of these positive outcomes, challenges such as distraction from studies and encouragement of dishonest academic practices were also noted. The study concludes that social media provides substantial opportunities for enhancing English proficiency if integrated into structured educational frameworks. Recommendations include integrating social media into curricula, fostering teacher-led online learning communities and promoting digital literacy for responsible usage.