UNRAVELING THE IMPACT OF FACEBOOK ADDICTION ON EFL STUDENTS: A DUAL LENS ON SELF-ESTEEM AND ACADEMIC ACHIEVEMENT
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Abstract
The aim of this quantitative research was to examine the impact of Facebook addiction on EFL students’ self-esteem and course learning at the higher education level. Facebook addiction, EFL students’ self-esteem, and course learning are pressing issues at higher education institutions. University students face significant challenges due to various factors that negatively affect their self-esteem and course learning, with Facebook addiction being a particularly influential factor that has been largely unexplored. This study focuses on EFL students from the Department of Education at two public sector general universities in Karachi, Sindh, Pakistan. Data were collected through a survey-based questionnaire using systematic random sampling, resulting in a usable sample size of n = 337 respondents. The data were analyzed using SPSS v.22, and Smart PLS 4 was employed for Partial Least Squares Structural Equation Modeling (PLS-SEM). Initially, the measurement model was established, followed by hypothesis testing. The findings reveal that Facebook addiction has a significant and negative impact on EFL students’ self-esteem, as well as on their course learning at the higher education level. These results highlight the detrimental effects of excessive Facebook use on students' academic performance and psychological well-being. Limitations and directions for future research are also discussed.
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