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This study examined EFL university teachers' perspectives on the influence of social media on students' English proficiency levels in Saudi Arabia. This study is limited to explore instructors' viewpoints on optimizing various social media tools for learners. A quantitative survey was administered to 39 EFL university teachers. Data were collected using a five-point Likert scale. Descriptive statistics analyzed responses. Results showed that Saudi EFL teachers agreed that social media aids vocabulary and listening skills but views were neutral on grammar support. Excessive usage negatively impacts focus while translation reliance poses issues. Teachers require training on integrating platforms effectively. Findings partially align with literature indicating benefits depending on tailored usage. The findings suggest educators have various views on social media's language impact, depending on tailored integration approaches. By exploring perspectives and highlighting potential if implementation, access, and best practice obstacles are mitigated over time via systematic collaborative research, the study provides valuable insight and underscores opportunities if challenges are addressed constructively.
Safaa Mohamed Siddig Hamad (Mon,) studied this question.