Threads and Informal English Language Learning among University Students
Keywords:
Threads, Self-regulated learning, Learner engagement, Social mediaAbstract
The growing use of social media platforms has created new opportunities for informal English learning beyond the classroom. This study examines undergraduate students’ use of Threads as an informal English learning environment, focusing on engagement, self-regulated learning, perceived learning outcomes, and distraction. Using an explanatory sequential mixed-methods design, survey data were collected from 119 undergraduates and analysed using descriptive statistics, reliability analysis, and Pearson correlations. Follow-up interviews with 16 students provided explanatory insights. Results indicate that engagement and self-regulated learning are positively associated with perceived learning outcomes, whereas distraction is negatively associated with both engagement and learning outcomes. The findings highlight the importance of learner self-regulation in social media-based language learning.
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