<![CDATA[The integration of social media into English language learning has attracted increasing attention due to its potential to support language development beyond traditional classroom settings. This study aims to review and synthesize previous research on the impact of social media on English writing skills among English as a Foreign Language (EFL) learners. Employing a qualitative literature review approach, this study analyzes relevant scholarly articles, books, and research reports published predominantly between 2020 and 2026. The reviewed literature was examined through thematic analysis to identify major patterns, benefits, and challenges associated with the use of social media in writing instruction. The findings indicate that social media platforms such as Facebook, WhatsApp, Instagram, TikTok, and YouTube contribute positively to writing development by providing authentic language exposure, increasing writing practice opportunities, and facilitating peer interaction and collaborative feedback, which together support improvements in writing fluency and vocabulary development. However, several challenges were identified, including the frequent use of informal language, abbreviations, internet slang, and non-standard grammatical structures that may negatively affect formal academic writing. This review highlights that social media functions most effectively as a complement to, rather than a substitute for, structured writing instruction, with its benefits depending largely on appropriate pedagogical integration and guided use in educational contexts. The study contributes to the growing body of literature on technology-enhanced language learning by providing a comprehensive synthesis of both the benefits and limitations of social media use in EFL writing development.]]>
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