IJELI Published Article Details

Abstract This study examined the challenges and opportunities that English teachers experienced when using social media and video-streaming platforms in their classes. A quantitative descriptive-correlational design was used, and total enumeration sampling was applied to include all 45 English teachers available in the selected schools. Data were collected using a validated survey. The results showed that teachers agreed on several challenges, including issues with attention, learning gaps, and uncertainties about whether digital platforms support deeper knowledge construction. Teachers also strongly agreed that these tools provided clear opportunities for active learning, engagement, knowledge sharing, and basic learning management functions. Only age and educational attainment were related to perceived challenges, while school affiliation was associated with views on the Learning Management System. No significant correlations were found between challenges and opportunities, showing that teachers viewed these dimensions independently. The findings suggest that social media and video-streaming platforms can support English teaching when used with structured guidance, clear learning activities, and strong school support. The study underscores the need for continuous training, better digital infrastructure, and well-planned instructional strategies to help teachers use digital tools more effectively.