A multifaceted analysis of english majors' engagement with user-generated language content: Attitudes, motivation, and perceived skills development

This study examines the attitudes, motivation, and language skill development of foreign language learners in relation to user-generated content (UGC) on social media platforms. Focusing on the impact of social media on language learning, the research investigates how exposure to UGC shapes learners' language proficiency, engagement, and cultural knowledge acquisition processes. It explores the contributions of different types of UGC, such as educational videos, vlogs, and humor elements, to the learning process and examines whether these resources act as an effective catalyst alongside traditional language learning methods. The study also addresses the motivational aspects of social media, investigating how interactions with social media influence learners' intrinsic motivation for language learning. Data was collected through questionnaires conducted with foreign language learners, analyzing their interactions with social media content and their perceptions of its effectiveness and relevance in language acquisition. The findings indicate that UGC on social media serves as a valuable tool for developing language skills, particularly in vocabulary learning, listening comprehension, and cultural understanding. However, the study also highlights potential challenges, such as the influence of internet slang on formal language use. This research contributes to the ongoing discussions on the integration of digital tools into language education and emphasizes the need for educators to consider the dynamic role of social media in shaping modern language learning practices.