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This examined "impact of social media in improving English language among senior secondary school students". Methodology: Accurate data were gotten from (100) teachers and students of picked secondary schools in Ndokwa west local government Area in Delta state through a well-structured questionnaire. Findings of the research showed that social media is one of the ways that help to improve English language among secondary school students. The Study Conclusion and Policy Recommendations: The research In conclusion, the impact of social media on improving the English language among senior secondary school students in Ndokwa West Local Government Area of Delta State brings together the best of two worlds if not the challenges only. On one hand, the social media can be a channel through which students can have access to numerous kinds of information, get a change or opportunity to see various forms of English from all over the world and can engage in informal modes of language learning on the other hand, it exposes them to risks such as the use of slang, bad grammar and informal language which can be detrimental to the language development at the school level. The work points out that social media, if used thoughtfully and with the right kind of supervision, can be a very effective instrument for increasing one's knowledge of language and giving students exposure to a much greater variety of words structures ways of expression and writing styles. The Study Finally Recommended, Therefore, It is suggested that Parents should be the first to assist their children with their decisions about different sites.

The term social media basically consists of the connection or networks of people coupled with their interactions (Walter & Rivera, 2020). According to some, it is about "socially interactive technologies", e.g. texting instant messaging or other networks that offer quick, cheap online communication regularly which also enable the launch and development of social interactions (Agobami 2022). In the field of communication, social media plays an essential role. We use various digital platforms such as Facebook Instagram YouTube and media blogging sites to share information, images, and videos with others. Moreover, educational fields are increasingly resorting to these digital social media platforms.. Indeed, according to Raut and Patil (2016), the use of social media has brought the world closer through providing us with more information, expertise, and opportunities. Besides knowledge acquisition, social media helps in building long-term relations with real individuals. Connecting with other fellow students residing in dormitories through Facebook, Twitter, and other social networking sites helps in eliminating any form of loneliness, which would otherwise result in dropout rates. Both teachers and students have their own unique reasons for using social media. Social media as well as smartphones provide students with outstanding e-learning opportunities that will promote learning collaboration, course material access, and tutoring without geographical limitations (Gikas & Grant, 2021). Teachers are aware of the many benefits of using social media for academic purposes as the trend grows increasingly popular with every passing millennial generation (Warschauer & Grimes 2017).

As reported by individual organizations' statistics, Facebook registered more than 750 million users, LinkedIn had more than 100 million users, Twitter had more than 177 million tweets per day, and YouTube had three billion views per day in July 2011. Students use social networking websites for various academic purposes to improve their education and develop an educational environment relevant to their studies, whereas educators use social networking websites as sources of information that can aid their teaching process. The students can have access to their academic curriculum and interact with their classmates and experts using social networking websites and mobile devices, providing ample opportunities for future learning (Nihalani & Mayrath, 2020).Social media are infiltrating the educational arena and online social networks are increasingly being used not only by college students, but also by instructors for different reasons Batsila and Tsihouridis (2016), It has been found, for instance, that the use of digital storytelling via social media during an English class led to the enhancement of students' reading and writing skills, writing motivation, and self-confidence of the less able students. Besides, Derakshan and Hasanabbasi (2015) mention that Facebook has been a helpful platform for students to enlarge their language and communication skills. This paper aims to review and explore publications that deal with the role of social media in the English language teaching and learning process. Moreover, this literary review aims to uncover neglected areas or topics and thus provide key ideas and suggestions for further research. Ellison et.al. (2017) noted that research has demonstrated the beneficial effects of social media and social networking sites on students' psychological well-being, communication abilities, and social skills. Tufekci (2018) also discovered that students typically exchange emails, read blogs, and post content on social networking sites. As one of the most effective communication tools, social media is highly relevant in education, according to the researcher, and its use should be continuously improved to better assist teachers and students in attaining high-quality teaching and learning. According to Jones et al. (2020), Social networking websites are tools that teachers and students can take advantage of for their learning purposes. In addition, studies have shown that the use of Facebook by Valenzuela, Park, and Kee (2019) improves social confidence and satisfaction of users. With the identification of the impacts of social media on language learning specifically, then the by-products of the evolving world of technology would indeed be very useful in class environments. Thus, the aims of this research include not only filling any gaps or under-studied areas concerning the use of social media to improve teaching and learning of the English language but also identifying some important sources of knowledge that could help language academies effectively use social media

Free format)  Chapter one 

Introduction

1.1 Background to the study

1.2 Statement of the problem

1.3 OBJECTIVE OF THE STUDY       

1.4 RESEARCH QUESTIONS

1.5 HYPOTHESES

1.6 SIGNIFICANCE OF THE STUDY

1.7   SCOPE OF THE STUDY

1.8 LIMITATION OF STUDY

1.9 OPERATIONAL DEFINITION OF TERMS

                                                           CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

2.2 THEORETICAL FRAMEWORK

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

3.2 RESEARCH DESIGN

3.3 POPULATION OF STUDY

3.4 SAMPLING TECHNIQUE AND SAMPLE SIZE

3.5 SOURCES OF DATA COLLECTION

3.6 DATA COLLECTION INSTRUMENT

3.7 VALIDITY AND RELIABILITY OF THE INSTRUMENT

3.8 METHOD OF DATA ANALYSIS

   CHAPTER FOUR

DATA ANALYSIS, FINDINGS AND DISCUSSION

CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS