The Role of Feminine Social Media Content in Incidental English Learning: A Case Study of Saudi Female PYP Students

Abstract

This study investigates how Saudi female Preparatory Year Program (PYP) students engage with feminine-influenced social media content, such as beauty tutorials, fashion vlogs, and lifestyle videos and how such content contributes to incidental English language learning. The research aims to identify the types of content most frequently consumed, examine students’ perceptions of linguistic benefits, and explore the specific language features they notice and use in daily communication. A mixed-method approach was employed, combining quantitative and qualitative data. A questionnaire was distributed to 120 Saudi female PYP students at Najran University who actively use platforms such as TikTok, YouTube, and Instagram. Descriptive statistics were used to analyze the quantitative data, while open-ended responses were coded thematically. Results revealed that beauty and lifestyle videos were the most frequently consumed content types, reflecting learners’ personal and cultural interests. Participants reported that such videos enhanced their vocabulary (M = 3.71), listening comprehension (M = 3.58), and pronunciation (M = 3.53). Many learners also noted improved confidence and motivation when learning English through this content. The most frequently noticed linguistic elements included new vocabulary, idiomatic expressions, and discourse markers. Students often repeated, searched for, and used newly learned words in conversations, demonstrating active and autonomous engagement with English input. The findings highlight the potential of feminine-influenced social media as an informal yet powerful environment for English language acquisition. By integrating learners’ digital interests into EFL instruction, educators can promote authentic exposure, enhance motivation, and bridge the gap between formal and informal learning.