The Effectiveness of Social Media Platforms in Supporting Vocabulary Acquisition at Primary School Level: A Systematic Review

Social media platforms are increasingly integrated into children’s daily lives, offering new opportunities to enhance language learning. This systematic review examines the effectiveness of social media in supporting vocabulary acquisition among primary school pupils learning English as a Second Language (ESL). Vocabulary knowledge plays a central role in language proficiency and academic achievement, making it crucial to explore engaging and effective tools for young learners. The review was conducted using the PRISMA 2020 framework and focused on empirical studies published between 2019 and 2025. Searches were carried out in ERIC, Scopus, and Web of Science, and ten peer-reviewed studies met the inclusion criteria. These studies investigated vocabulary learning outcomes associated with platforms such as YouTube, TikTok, Instagram, and Facebook. The findings indicate that social media contributes positively to vocabulary development through authentic language exposure, multimodal input, learner engagement, and contextual practice. In addition, these platforms foster motivation and incidental learning, particularly when the content is age-appropriate and supported by teacher guidance. However, the review also highlights key gaps in the literature, including a lack of controlled studies focused on primary school pupils and inconsistencies in vocabulary assessment tools. Overall, the evidence suggests that social media can effectively complement traditional vocabulary instruction. Future research should focus on developing systematic pedagogical strategies to integrate social media into primary ESL education in order to maximise its benefits for vocabulary acquisition.