The Interplay between Social Media and Collaborative Learning in Project-Based Environments: A Case Study of EFL Students at Moulay Ismail University

Abstract

This study explores how EFL students use social media for academic collaboration, examining its impact on their collaborative skills and on motivation and knowledge sharing within project-based learning environments. Using an online questionnaire, the research collected data from a purposive sample of EFL students who actively use social media for academic purposes. The survey focused on students’ usage patterns, experiences, and perceptions of social media in relation to their academic tasks and group work. The findings reveal that WhatsApp is the most commonly used platform for academic collaboration, with many participants engaging in educational social media activities several times per week. Students reported that social media use positively contributed to their creativity, problem-solving abilities, and critical thinking skills, supporting its potential as a beneficial learning tool. However, the study also identifies challenges, including distractions and unequal participation among group members. A key limitation of the research is its reliance on self-reported data, which reflects students’ perceptions rather than their actual behavior. Additionally, the use of a purposive sample limits the generalizability of the results. Future research could incorporate interviews or classroom observations to provide deeper insights. Practically, the study suggests that educators can effectively integrate social media, particularly WhatsApp, into project-based learning by providing clear guidelines and structured tasks to reduce distractions and promote equal participation.