Sarcouncil Journal of Education and Sociology

Abstract: The dominance of behaviorism, which conceptualizes learners as passive recipients of external stimuli and emphasizes reinforcement, feedback, and teacher-controlled instruction, is increasingly challenged by the widespread use of social media in education. This study investigates how social media influences English as a Foreign Language (EFL) students’ learning experiences, focusing on learner autonomy, active participation, and the locus of control, with the aim of examining whether these digital environments support more active and self-directed forms of learning. A mixed-methods approach was employed, using an online questionnaire to collect both quantitative and qualitative data from 192 EFL students. Quantitative data were analyzed to identify patterns of social media use, while qualitative data provided deeper insights into students’ experiences and perceptions. The findings indicate that social media is perceived as a flexible and open learning environment that fosters autonomy, allowing students to control content selection, learning pace, and engagement strategies. Social media also promotes active participation through collaboration, content creation, and knowledge sharing, while shifting the locus of control from instructor to learner, with students relying more on peer interaction and independent learning. These findings challenge the behaviorist assumption of the passive learner while acknowledging that reinforcement and feedback remain relevant in digital contexts. The study highlights the significance of integrating social media into learner-centered pedagogical approaches to enhance autonomy, engagement, and collaborative learning in EFL education. However, the study is limited to a specific student sample and self-reported data; future research should explore diverse populations and longitudinal effects to deepen understanding of social media learning.