Abstract

In the digital age, social media has become an integral part of daily life exerting a significant influence on various aspects of our society including education. This study investigates the impact of social media on the writing skills of students learning English as a Foreign Language (EFL) at universities in Saudi Arabia. The research focuses on the perspectives of EFL instructors regarding how social media platforms, such as Facebook, Twitter, and Instagram, affect students' writing abilities. A quantitative research design was employed, using a descriptive-analytical approach with a questionnaire distributed to 100 EFL instructors from various universities. The study's findings suggest that social media can enhance student motivation, provide diverse opportunities for writing practice, and foster creativity. However, it also reveals challenges related to the informal nature of social media communication, which can negatively affect adherence to formal academic writing standards. A significant majority of respondents acknowledged the positive effects of social media in enhancing engagement and writing quality through interactive activities and peer feedback. Nevertheless, concerns were raised about the potential promotion of informal writing styles and the need for targeted teacher training to mitigate these challenges. The study concludes by emphasising the importance of balanced integration of social media into the curriculum, suggesting that educators receive specific training to leverage its benefits while addressing its limitations. This research contributes to understanding the role of social media in shaping language proficiency among EFL learners and offers insights into developing effective teaching strategies that align with contemporary digital trends.