Published Paper Details:

The rapid growth of social media has significantly influenced communication practices among undergraduate learners in the contemporary digital age. While social media platforms provide greater exposure to English language communication and interactive learning opportunities, they also contribute to communication anxiety, self-comparison, and psychological pressure among students. The present study examines the relationship between social media usage and English speaking anxiety among undergraduate learners. The research adopts a descriptive survey method and is based on both primary and secondary sources of data. Primary data was collected through a structured questionnaire prepared using Google Forms and distributed among 50 undergraduate students through official student communication groups. Secondary data was collected from books, journal articles, and existing academic studies related to communicative English, language anxiety, and digital communication. The findings reveal that social media functions both as a supportive and challenging space for learners. While it helps improve vocabulary, pronunciation, and communicative confidence, it may also encourage informal communication habits, anxiety, frustration, and self-consciousness. The study concludes that balanced and conscious use of social media, combined with supportive communicative practices, can help reduce English speaking anxiety among learners.