Abstract

This study investigates the current situation and potential of integrating social media into the teaching and learning of communicative English for non-English-major students at Ho Chi Minh City College of Industry and Trade. A mixed-methods approach was employed, using an online questionnaire administered to 135 students enrolled in English 1, English 2, and English 3 courses. Descriptive statistics were used to analyze the frequency of social media use, preferred platforms, learning time, levels of distraction, students’ attitudes, and suggested forms of application in communicative English classes. The findings reveal that most students use social media to support their learning of communicative English, with TikTok and Facebook being the most popular platforms. However, learning time remains limited and distraction is still a notable challenge. Despite this, students show positive attitudes and strong willingness to integrate social media into classroom activities, indicating its potential as an effective supplementary tool when applied with appropriate pedagogical guidance.

Keywords: Communicative English, non-English-major students, social media