With the emergence of technology and the growing popularity of the internet and social media, students are constantly connected, sharing, publishing and networking on online platforms. The proliferation of internet access was accompanied by the appearance of smartphones, tablet computers, and various other mobile devices. Simultaneously, on campus Wi-Fi created a generation who is always “plugged in” (Baird, Fisher, 2006) and is “powering down” when they enter the classroom (Prensky, 2001). Social media have also brought a decline in the reading habits of children, teenagers and adults, who are confined to reading only the comments and posts, sharing, and posting daily events (Johnson-Smaragdi, Jönsson, 2006). Second language reading is similarly deteriorating and decreasing greatly among students because of the domination of social media over routines and practices (Qenaway, 2019). Thus, it is essential for language teachers, educators, and researchers in linguistics to identify the positive effects of social media on second language learning and investigate its negative impact. On the one hand, the valuable findings can help teachers teach students how social media can be used to achieve learning and, on the other hand, provide opportunities to increase their book reading sensitivity.