USE OF SOCIAL MEDIA AMONG UNIVERSITY STUDENTS
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2026
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| _version_ | 1866901910504603648 |
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| author | Abdujabborova, Dilafro'z Yuldoshev, Tolibjon |
| author_facet | Abdujabborova, Dilafro'z Yuldoshev, Tolibjon |
| contents | <p>Abstract: Social media has become integrated into university students’ daily lives, offering valuable opportunities for English language learning and academic support while simultaneously creating risks related to distraction, reduced concentration, and increased psychological stress. This study aimed to investigate the usage patterns of social media among university students in Tashkent and examine its impact on English language acquisition, academic concentration, and stress caused by social comparison. A quantitative survey consisting of 12 closed-ended questions was distributed via Google Forms to 42 university students aged 16–20, and the collected responses were analyzed to identify patterns of social media usage, learning benefits, and perceived academic and psychological effects. The findings revealed that most students spend 1–3 hours daily on social media, primarily for academic purposes, with listening identified as the most improved skill (42.9%), while over 90% reported experiencing distraction during study and 64.3% indicated occasional stress due to social comparison, with YouTube and Telegram emerging as the most frequently used platforms for language learning. The study concludes that social media functions as a double-edged educational tool for university students in Tashkent, supporting language development and academic research while simultaneously increasing distraction and stress, highlighting the need for structured guidance and balanced digital usage to maintain academic effectiveness and student well-being.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20111626 |
| institution | Zenodo |
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| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | USE OF SOCIAL MEDIA AMONG UNIVERSITY STUDENTS Abdujabborova, Dilafro'z Yuldoshev, Tolibjon <p>Abstract: Social media has become integrated into university students’ daily lives, offering valuable opportunities for English language learning and academic support while simultaneously creating risks related to distraction, reduced concentration, and increased psychological stress. This study aimed to investigate the usage patterns of social media among university students in Tashkent and examine its impact on English language acquisition, academic concentration, and stress caused by social comparison. A quantitative survey consisting of 12 closed-ended questions was distributed via Google Forms to 42 university students aged 16–20, and the collected responses were analyzed to identify patterns of social media usage, learning benefits, and perceived academic and psychological effects. The findings revealed that most students spend 1–3 hours daily on social media, primarily for academic purposes, with listening identified as the most improved skill (42.9%), while over 90% reported experiencing distraction during study and 64.3% indicated occasional stress due to social comparison, with YouTube and Telegram emerging as the most frequently used platforms for language learning. The study concludes that social media functions as a double-edged educational tool for university students in Tashkent, supporting language development and academic research while simultaneously increasing distraction and stress, highlighting the need for structured guidance and balanced digital usage to maintain academic effectiveness and student well-being.</p> |
| title | USE OF SOCIAL MEDIA AMONG UNIVERSITY STUDENTS |
| url | https://doi.org/10.5281/zenodo.20111626 |