ENGLISH DEPARTMENT STUDENTS’ PERCEPTIONS ON TWITTER AS SOCIAL MEDIA IN WRITING SKILLS

Abstract

This study investigates English Department students' perceptions of using Twitter as a social media platform to enhance writing skills. Employing a mixed-method design, the study combines quantitative data from questionnaires distributed to 80 students and qualitative insights from interviews with six participants. The quantitative data reveal that a majority of students actively use Twitter and perceive it as a beneficial tool for developing vocabulary, grammar, and overall writing confidence. The qualitative findings further emphasize Twitter's role in encouraging students to express ideas more freely and creatively. Twitter provides a relaxed environment where students feel more comfortable experimenting with English writing. Despite some limitations, such as fear of mistakes or limited feedback, the study concludes that Twitter is a valuable supplementary platform for English writing skill development.