Electronic Theses and Dissertation

ABSTRACT

Lita Zuohra Hayati. (2025). An Analysis of The Use of X Auto-Base Account @Englishfess_ to Learn English. [Undergraduate Thesis. Universitas Syiah Kuala]. Under the supervision of Nurul Inayah S.Pd., M. TESOL., and Diana, S.Pd., M.Ed.

This study explores the use of the X auto-base account @englishfess_ as a tool to support English language learning, especially in improving self-regulated learning (SRL) among high school students. Following Zimmerman’s Social Cognitive Theory of SRL as well as Sharps’ theory about intrinsic motivation and learner autonomy, this research examines how students interact with @englishfess_ to learning English. Using a qualitative approach, data were gathered through questionnaires and semi-structured interviews with 30 active followers of the account. Results show that users see @englishfess_ as an enjoyable and adaptable learning platform that boosts confidence, motivation, and consistent English practice. Major advantages include exposure to real-world language use, a greater willingness to speak in English, and improvements in reading and writing skills. Nonetheless, some limitations like distractions, the absence of expert feedback, and unstructured content were observed. Despite these issues, @englishfess_ serves as a valuable supplementary tool that encourages self-directed and collaborative language learning beyond the classroom. This research adds to the understanding of how social media platforms can connect formal and informal education in the context of English as a foreign language (EFL).
Keywords: Self-Regulated Learning, X, English Language Learning, Social Media, Informal Learning 

ABSTRACT Lita Zuohra Hayati. (2025). An Analysis of The Use of X Auto-Base Account @Englishfess_ to Learn English. [Undergraduate Thesis. Universitas Syiah Kuala]. Under the supervision of Nurul Inayah S.Pd., M. TESOL., and Diana, S.Pd., M.Ed. This study explores the use of the X auto-base account @englishfess_ as a tool to support English language learning, especially in improving self-regulated learning (SRL) among high school students. Following Zimmerman’s Social Cognitive Theory of SRL as well as Sharps’ theory about intrinsic motivation and learner autonomy, this research examines how students interact with @englishfess_ to learning English. Using a qualitative approach, data were gathered through questionnaires and semi-structured interviews with 30 active followers of the account. Results show that users see @englishfess_ as an enjoyable and adaptable learning platform that boosts confidence, motivation, and consistent English practice. Major advantages include exposure to real-world language use, a greater willingness to speak in English, and improvements in reading and writing skills. Nonetheless, some limitations like distractions, the absence of expert feedback, and unstructured content were observed. Despite these issues, @englishfess_ serves as a valuable supplementary tool that encourages self-directed and collaborative language learning beyond the classroom. This research adds to the understanding of how social media platforms can connect formal and informal education in the context of English as a foreign language (EFL). Keywords: Self-Regulated Learning, X, English Language Learning, Social Media, Informal Learning