EFL learners’ problematic use of social media usage, classroom anxiety, perfectionism, and language attainment: correlations and perceptions

Abstract

Abstract Background The effect of social media (SM) on university students' educational progress and mental health has been studied in various contexts. However, the correlation between Chinese EFL learners' use of SM (problematic and non-problematic) and their language achievement, foreign language anxiety, and perfectionism requires further investigation. Objectives To address this gap, a mixed-method research design was utilized. This study recruited 480 English language learners from Ningbo University of Finance and Economics in China using convenience sampling. Method SM usage questionnaires, a perfectionism scale, a foreign language anxiety scale, self-assessment grids (CEFR) developed by the Council of Europe, and an interview checklist were used to collect data. Descriptive statistics (mean and SD) and Pearson correlation coefficient for each question were analyzed using SPSS. Thematic analysis was used to analyze the interviews. Results The results revealed that problematic use of social media is associated with several negative consequences, such as low language achievement, high foreign language anxiety level, high academic burnout, and negative aspects of perfectionism. Conclusions and implications These findings have theoretical and practical implications for language learners and teachers. The results can inform language educators about the potential negative effects of problematic SM use on language learning outcomes, mental health, and well-being. It is important to raise awareness of problematic SM use and to promote healthy SM habits among language learners. Additionally, the study highlights the importance of promoting the non-problematic use of SM as a potential resource to enhance language learning outcomes.