Paper Contents
Abstract
AbstractThis study explored teachersexperiences in the Cotabato Division as they integrated social media into their English language teaching practices in secondary schools. Sixty-five (65) English teachers who used social media to enhance classroom instruction participated. Employing a descriptive-correlational design, the research analyzed the relationship between social media integration and English language teaching effectiveness. Data on the extent of integration (in terms of exposure, feedback, engagement, and exchange) and pedagogical delivery (in terms of benefits, risks, privacy, and influence) were collected using a validated survey questionnaire. The findings indicated that teachers extensively used social media for instruction, particularly to improve writing, increase participation, and extend learning beyond the classroom. Challenges, however, included privacy concerns, digital distractions, and varying digital skills among teachers. Teachers addressed these by establishing clear online boundaries, employing platform-specific teaching methods, and promoting responsible digital citizenship. The study concluded that purposeful social media integration, when combined with appropriate guidance, training, and institutional support, can significantly enhance English pedagogy. The results may inform the development of capacity-building programs focused on responsible social media use, digital literacy improvement, and technology-driven language instruction. Furthermore, establishing support networks among educators may foster collaboration and innovation in language teaching.Keywords: Social media integration, English language pedagogy, digital instruction, Cotabato Division, teacher experiences
Copyright
Copyright © 2025 Chielo F. Amotan. This is an open access article distributed under the Creative Commons Attribution License.
