The Moderating Role of Socio-cultural Factors and Perceived Enjoyment in Social Media-Assisted EFL Learning: A Systematic Review

Alsharari Taleb Falah; Lubna Ali Mohammed

doi:10.56868/jadhur.v4i3.313

Authors

Alsharari Taleb Falah Department Of Education, Lincoln University Petaling Jaya, 47301, Malaysia https://orcid.org/0009-0000-4656-7318
Lubna Ali Mohammed Department Of Education, Lincoln University Petaling Jaya, 47301, Malaysia https://orcid.org/0000-0003-4570-774X

DOI:

https://doi.org/10.56868/jadhur.v4i3.313

Keywords:

Social media, EFL Learning, Socio-Cultural Factors, Perceived Enjoyment, Saudi Arabia, Higher Education

Abstract

This systematic review examines the influence of socio-cultural factors and perceived enjoyment on Saudi university students' use of social media for learning English as a Foreign Language. The review identifies key cultural and motivational determinants that shape the effectiveness of social media-based language learning and introduces a conceptual model to guide future research. Employing the PRISMA framework, 45 studies published between 2015 and 2024 in Scopus and Web of Science were analysed. The findings reveal four primary themes: socio-cultural barriers and supports influenced by gender norms and religious expectations; perceived enjoyment functioning as both a motivator and a potential distraction; variations in learning behaviours across platforms such as YouTube, Facebook, and X/Twitter; and tensions between informal and formal learning environments. This review synthesizes global evidence regarding the impact of socio-cultural factors and enjoyment on EFL learning facilitated by social media. The principal contribution is a novel conceptual model integrating socio-cultural theory and the Technology Acceptance Model with perceived enjoyment.

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