There has been a tremendous increase in recent years in the use of social media for second language (L2) learning, particularly through short-form video content like Reels. This quantitative study investigates the impact of social media Reels on students' English language learning at Palestine Technical University - Kadoorie (PTUK). It aims to determine students' attitudes towards these media and how they help improve specific English language skills, namely listening, speaking, vocabulary, writing, and grammar. Using a descriptive-analytical method, an online questionnaire was distributed to a purposive sample of 68 English major students across different academic levels. The dataset includes nominal, ordinal, and Likert scales to measure social media engagement, interest in Reels, and students' perceptions of learning outcomes. The findings demonstrate that Reels are extremely popular among students and are perceived as a valuable supplementary resource, particularly for developing pronunciation, speaking fluency, and vocabulary. However, the data suggests Reels have a negligible perceived impact on writing and grammar skills. Furthermore, the results indicate that students hold generally positive attitudes towards Reels, viewing them as engaging tools that can enhance foreign language recall and learning. The study concludes that while Reels offer significant potential for informal language learning, their pedagogical integration requires strategic planning to address all language skills comprehensively.
Bsharat et al. (Sun,) studied this question.