This study investigates whether social media can effectively support self-directed English learning among first- year undergraduates at the Faculty of Arts and Culture, South Eastern University of Sri Lanka. Drawing on a quantitative survey design, data were collected from 100 students aged 20–22 years using a structured questionnaire. The instrument explored patterns of social media usage, preferred platforms, and students’ perceptions of how these platforms contribute to developing listening, speaking, reading, and writing skills in English. The findings indicate that YouTube and WhatsApp were the most frequently used platforms for independent learning, with the majority of students spending one to three hours daily engaging with English-language content. Students reported notable improvements in listening and speaking, moderate gains in reading, and comparatively limited progress in writing. Results also revealed that social media enhanced motivation, exposure to authentic materials, and confidence to use English beyond the classroom. These findings suggest that social media can be an important complementary tool for self-directed language learning when aligned with learners’ goals and formal coursework. The study contributes empirical evidence on the role of digital platforms in promoting autonomous English learning in higher education in Sri Lanka.
Abdullah Ahmed (Mon,) studied this question.