SOCIAL MEDIA PLATFORMS (SMPS) AS SUPPLEMENTAL LEARNING OPPORTUNITIES IN ENGLISH

Abstract

This study determines the accessibility level and benefits of Social Media Platforms (SMPs) as supplements for students’ learning opportunities in the new normal.  A Mixed method was utilized. The participants of the study were the randomly selected fifty (50) Grade 10 students. Data were gathered using a survey questionnaire. Results revealed that SMPs are accessible in terms of the availability of gadgets, internet connectivity, and time. Respondents accessed SMPs using their mobile phones and laptops and spent more than 8 hours accessing SMPs using mobile data connections. Respondents always use Facebook and Messenger, often use YouTube, TikTok, and Instagram, and sometimes use other SMPs. They considered SMPs significant, effective, and beneficial in accessing learning opportunities such as updated with their assignments, learning tasks, announcements, and supplementary materials.  The accessibility level implies that students are digitally equipped with knowledge in using the platforms and this shows possibilities of using SMPs in the new normal. It is recommended that SMPs be utilized in crafting activities in New Normal English Program to supplement learning opportunities among students while properly monitored and regulated by parents and teachers. Future studies may look into the use of SMPs in various levels of literacy and educational contexts.