From Scrolling to Speaking: Vocational Students’ Perceptions of social media For English Oral Development

Abstract

Social media has become a familiar source of English-language input for adolescents, yet its value for speaking development depends on how learners perceive and use the available content. This study explored how eleventh-grade students at SMK Negeri 1 Sigi perceived the use of social media for developing English speaking skills. A descriptive qualitative design was employed with 12 students selected through purposive sampling and one English teacher serving as a key informant. Data were obtained through a questionnaire, semi-structured interviews, classroom observation, and documentation, and were analyzed through thematic analysis and triangulation. The findings revealed six recurring themes. Students perceived social media as useful for improving pronunciation, developing vocabulary, increasing motivation, building speaking confidence, and providing opportunities for speaking practice beyond the classroom. TikTok, YouTube, and Instagram were the platforms most frequently mentioned by participants, mainly because of their accessible video-based English content. Students reported learning through imitation, repetition, listening, watching videos, and recording or practicing their own speech. Nevertheless, the findings also identified difficulties in understanding fast speech and unfamiliar accents, fear of making mistakes, and distraction by entertainment-oriented content. Overall, students held predominantly positive perceptions of social media as a supplementary resource for English speaking development rather than as a replacement for classroom instruction. The study suggests that teachers should provide structured guidance, help students select appropriate English content, and turn passive viewing into active speaking tasks.