Abstract:

The purpose of this research was to explore educational implications and challenges for using social media in teaching grade 10 English writing skills. The research was elicited by reports that the problem of poor English writing skills of learners is prevalent in secondary schools in South Africa. The study is grounded in the theory of language development developed by Skinner which maintains that the environment influences the language skills and abilities that are learned by children. Social media use is an environment that influences the English writing skills of learners. The researchers conducted group interviews with eight Grade 10 English educators who were purposefully sampled. The results revealed some educators believed that learners’ use of social media deteriorated their standards of English writing. Learners used informal writing such as shortened words and social media jargon on formal writing. Furthermore, incorrect spellings and learners’ lack of seriousness on formal writing were prevalent due to the use of social media colloquialism. Other educators thought that social media use should be embraced in the teaching and learning of English. The curriculum would be completed on time as learners would attend online classes and appreciate the new mode of learning because they enjoyed social media use. Therefore, using social media on the teaching of English promotes digitally mediated learning which builds a platform for a productive and resourceful learning environment.

Keywords:

English writing skills, language development, social media use.