A PHENOMENOLOGICAL ANALYSIS OF NON-ENGLISH MAJOR STUDENTS EXPERIENCE IN LEARNING ENGLISH THROUGH SOCIAL MEDIA

Abstract

Abstract: This study explores how non-English-major students engage with English on social media as part of Informal Digital Learning of English (IDLE). Using a qualitative phenomenological approach, data from semi-structured interviews reveal that students acquire English naturally through daily exposure. Digital features such as subtitles, translation tools, and AI support comprehension and confidence, highlighting social media as a meaningful and personalized informal learning environment.

Keywords: Informal Digital Learning of English (IDLE), social media, phenomenology, learner autonomy, non-English major students