Substantial research has acknowledged the profound effect of social media on the reading habits of second language learners. For instance, Mirza et al. (2021) explored the application of technology and social networking sites by the students of Pakistan. The findings revealed that the majority of students had prior access to smartphones than desktops, laptops and tablets. Most of the students preferred electronic books for academic reading and used social networking sites for fun. Qenaway (2019) adopted a mixed-method approach to investigate the effect of social media on second language reading habits among 30 Arab students at secondary stage (Grade 11 and 12). The findings confirmed the students’ willingness to read books or stories which included pictures outside the school setting once or twice a week. Instagram and Facebook were considered as the most favorite apps among students. The author attempted to raise awareness of using social media among students and appreciate the significant effect of the reading habits on their second language proficiency and academic achievements. Rajab and Ali-Sadi (2015) also conducted a quantitative study to investigate the reading habits and interests of Saudi EFL students in their first and second language at a university-level preparatory year program. The results indicated that students suffered from a lack of interest in and motivation towards ‘academic reading’ both in L1 and L2, however, they were actively engaged in reading in social media contexts. Moreover, Noor (2011) examined the reading habits and preferences of a group of EFL graduate students in Malaysia through a questionnaire and a quantitative analysis. The findings revealed that the first type of material preferred by the students was internet materials, and the reading materials the EFL learners read for pleasure and study were read in the first and second language, respectively. Based on the research findings, it is evident that students’ reading habits have undergone significant changes, primarily influenced by the widespread use of social media both within and outside educational environments.

Given its pervasive nature, Derakhshan and Hasanabbasi (2015) also emphasized the importance of social media as a valuable tool for enhancing second language learning beyond the traditional classroom setting. With this objective in mind, the researchers aimed to explore and describe the role of social networks in facilitating students’ English language learning outside the conventional classroom environment. The findings indicated that social networks provided a ground for students to interact and share their ideas and to develop their learning skills, activate their passive English knowledge and exercise communication skills. George (2018) also explored the abundant learning opportunities that technology and online resources present to language learners, enhancing their receptive skills in reading and listening. The study acknowledged how social media could actively contribute to language acquisition through meaningful engagement and expression (Chartrand, 2012). To investigate the impact of platforms like Facebook and WhatsApp on listening and reading skills, a survey was conducted among college students and teachers in Kerala. The findings underscored the significance of teacher guidance in improving students’ receptive abilities. With access to materials on social media, students could become independent learners, benefiting from the flexibility to learn at their own pace. Social media were also believed to foster language acquisition through meaningful engagement and to encourage students’ autonomy and learning at their own pace (Abidin et al., 2010; Chartrand, 2012), empower students with diverse learning needs and preferences, allow them to express their learning on their own terms, improve the students’ critical thinking, communication and language skills (Arugumam et al., 2019; Depew, 2011; Derakhshan, Hasanabbasi, 2015), improve the interaction between teachers and students (Sturgeon, Walker, 2009), develop competition in second language learners and learning incidental vocabularies (Blattner, Fiori, 2009), lift up communication barriers between learners (Schaffhauser, 2009), enhance students’ participation in learning process (Mazman, Usluel, 2010), and activate their passive English knowledge (Derakhshan, Hasanabbasi, 2015). Therefore, educational settings should be adapted accordingly to pace up with the students’ current reading habits and academic activities.

Despite the plethora of advantages offered by social media, schools that incorporate technology into their curriculum must take into account certain potential issues. These include the challenge of information overload and the necessity for teachers to possess technical and digital competencies to effectively leverage various mobile applications for language learning purposes. Furthermore, providing appropriate feedback is vital to fully harness the educational potential of these platforms. In other words, learning and teaching experience improves when teachers go beyond the traditional teaching and learning materials and assignments, focus on the learning process, and help students express themselves and what they have learned in a variety of ways (Grigoryan, 2018). Additionally, some educational settings and institutions still struggle to adjust their programs due to the lack of teachers’ preparedness or specific competencies, the lack of access to opportunities for professional development in social media and technology, or the lack of resources such as time and money to engage in professional development. Another major concern of teachers incorporating social media in second language learning is the lack of compatible assessment rubrics and practical frameworks which scaffold teachers and language learners though the evaluation and learning process, respectively (Gulecoglu, 2018). By foregrounding the fact that the integration of social media into the classroom creates the need for unconventional assessment and feedback strategies, teachers are required to redefine the current assessment rubrics in a way that meets students’ learning needs and interests. Teachers need to use the available ESL reference resources to plan and design collaborative activities on social media, which engage learners in language experience both effectively and cognitively, and furthermore, improve their communicative competence and purposes (Nur, Syarifuddin, 2018). Students also need some guidance from teachers on how to use social media for learning effectively (George, 2018). To respond to the ever-evolving Information Age, educational institutions should also consider the modification of ESL/EFL curricula and the incorporation of social media into education, hoping to offer more meaningful engagement and enriched learning experience to deal with students with different needs and preferences, enable students to express themselves in novel ways and prepare them for the modern world.

Therefore, it is essential for language teachers, educators and researchers of linguistics to be aware of the students’ reading habits and consider their needs and interests for effective language learning and teaching.