Abstract

Despite growing interest in the role of digital media in language learning, limited research examined how teenagers in EFL contexts engage with social media as informal spaces for English development, particularly through the lens of cognitive, social, and critical literacies. This study explored how Thai teenagers majoring in English and Chinese use social media platforms to support their English language learning, the affordances they perceive, and the drawbacks they encounter. Anchored in the Digital Literacies Framework (DLF), the study employed an interpretive phenomenological analysis (IPA) approach, drawing on in-depth semi-structured interviews with ten Thai teenagers who have studied English for over twelve years and possessed A2–B1 CEFR proficiency. Thematic analysis following Braun and Clarke's six-phase procedure revealed that platforms such as Instagram, YouTube, Facebook, TikTok, and Twitter were frequently used to enhance vocabulary, grammar, intercultural communication, and critical thinking, reflecting the development of technical, cognitive, and social literacies. However, participants also reported drawbacks, including distraction, overexposure to informal language, miscommunication due to faulty translations, and difficulties assessing content credibility—highlighting gaps in critical digital literacy. The findings suggest that integrating digital literacy instruction into EFL curricula can help teenagers navigate online learning spaces more effectively and foster more purposeful and reflective language development.