Voices from the Virtual Space: EFL Learners’ Perspectives on Business English Advertisement Text in Social Media

This study aims to explore the challenges, perceptions, and interpretations of English as a Foreign Language (EFL) learners toward English business advertisements on social media and to examine their pedagogical implications. Employing a qualitative descriptive design, data were collected through surveys and semi-structured interviews with EFL learners. The study investigated how learners comprehend linguistic features, respond to multimodal elements, and perceive the relevance of social media advertising to language learning. Findings indicate that learners experience difficulties with limited vocabulary, figurative language, and implicit persuasive messages embedded in digital advertisements. While advanced learners perceive advertisements as authentic resources for vocabulary development and cultural understanding, learners with lower proficiency often find them linguistically complex and contextually irrelevant. The study also highlights that multimodal elements, such as visuals and music, play a positive role in increasing learner engagement and incidental vocabulary acquisition. These results suggest that English business advertisements can serve as effective authentic materials in EFL classrooms when integrated with appropriate instructional strategies. The implications extend to language education, digital literacy development, and the use of commercial content for instructional purposes in the digital era.