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Abstract
The use of social media has drawn much attention in language learning settings. Social media is a collection of digital platforms utilized for exchanging information and facilitating communication. Social media platforms, including Twitter, Facebook, TikTok, and Instagram, offer many resources for individuals seeking to enhance their linguistic proficiency. This study examines pre-service English language teachers' views regarding using social media as a tool for language acquisition. A quantitative approach utilizing a questionnaire survey was utilized. The research used convenience sampling to gather data from 56 pre-service English language teachers. The data was analyzed using descriptive statistics. The study was conducted in an academic setting at a university, with a specific focus on pre-service English language teachers who were enrolled in English language teaching programs. The results of the study indicated that the pre-service English language teachers had a favorable view toward using social media as a tool for language learning. Furthermore, pre-service English language teachers employed various social media tools such as YouTube, Instagram, TikTok, Facebook, and Twitter to enhance their linguistic abilities, including listening, speaking, writing, reading, grammar, and vocabulary. Additionally, the study has revealed that pre-service English language teachers believe that social media platforms enhance their social awareness and ability to communicate intercultural. The study also revealed that pre-service English language teachers believed social media platforms enhanced their language achievement. The discussion revolved around the theoretical insights and implications of social media tools.
