This study seeks to investigate the possible role of the social media applications in promoting and developing both the motivation and listening skill of Iraqi EFL learners at an academic environment. As a case study, seventy-majoring English sophomores at Mustansiriya University in Iraq were randomly divided between two groups, experimental and control groups. The pretest and posttest were conducted to the participants of the study based on a curriculum assigned to them to be taught throughout their academic year. A 25-statement designed questionnaire and an 8-statement designed test were distributed among the respondents of the study on the suitable methods of developing and improving motivation and listening skill respectively. Using the Likert Scale, SPSS and LISERAL programs, the statistical data of the two previously mentioned variables were collected. The final findings of the study revealed that male and female participants were highly motivated after receiving their instruction via Skype device. As a result, a significant difference was noted in the listening skill achievement of the testing group participants who subjected to Skype device as a means of teaching. Grounded on these findings, educators can seriously take social media applications in their account in the process of learning language and in developing more language skills.

The purpose of this study is to investigate the impact of applying social media, specifically, using Skype devices in teaching the speaking skill (Male/Female) as a supportive environment of English language teaching. Moreover, this study seeks to find whether the designed questionnaire enjoys the required validity and reliability. As a case study, the sample of the experiment consists of seventy sophomores major in English at Mustansiriya University in Iraq. The researcher randomly divided the participants into control and experimental cohorts. The two groups submitted to the pretest and posttest. The participants of the study reported their responses to a six-statement designed questionnaire on suitable ways of improving the speaking skill. Statistical data have been collected based on the Likert Scale questionnaire, while the statistical values, such as mean, tvalue, standard deviation, and chi-square, have been employed. The normality, confirmatory, validity, and reliability of the questionnaire were measured by using SPSS and LISREL programs. The research findings indicate that there is a significant difference in the speaking achievement between male and female participants who subjected to social media after receiving instructions via Skype devices. Based on these results, the impact of social media on students' achievements in speaking skills urges the need for a rethinking of the traditional method of teaching English. Further, educators should pay more attention to the process of employing social media applications in the educational domain.

The purpose of this study is to investigate the impact of applying social media, specifically, using Skype devices in teaching the speaking skill (Male/Female) as a supportive environment of English language teaching. Moreover, this study seeks to find whether the designed questionnaire enjoys the required validity and reliability. As a case study, the sample of the experiment consists of seventy sophomores major in English at Mustansiriya University in Iraq. The researcher randomly divided the participants into control and experimental cohorts. The two groups submitted to the pretest and posttest. The participants of the study reported their responses to a six-statement designed questionnaire on suitable ways of improving the speaking skill. Statistical data have been collected based on the Likert Scale questionnaire, while the statistical values, such as mean, tvalue, standard deviation, and chi-square, have been employed. The normality, confirmatory, validity, and reliability of the questionnaire were measured by using SPSS and LISREL programs. The research findings indicate that there is a significant difference in the speaking achievement between male and female participants who subjected to social media after receiving instructions via Skype devices. Based on these results, the impact of social media on students' achievements in speaking skills urges the need for a rethinking of the traditional method of teaching English. Further, educators should pay more attention to the process of employing social media applications in the educational domain.

The purpose of this study is to investigate the impact of applying social media, specifically, using Skype devices in teaching the speaking skill (Male/Female) as a supportive environment of English language teaching. Moreover, this study seeks to find whether the designed questionnaire enjoys the required validity and reliability. As a case study, the sample of the experiment consists of seventy sophomores major in English at Mustansiriya University in Iraq. The researcher randomly divided the participants into control and experimental cohorts. The two groups submitted to the pretest and posttest. The participants of the study reported their responses to a six-statement designed questionnaire on suitable ways of improving the speaking skill. Statistical data have been collected based on the Likert Scale questionnaire, while the statistical values, such as mean, tvalue, standard deviation, and chi-square, have been employed. The normality, confirmatory, validity, and reliability of the questionnaire were measured by using SPSS and LISREL programs. The research findings indicate that there is a significant difference in the speaking achievement between male and female participants who subjected to social media after receiving instructions via Skype devices. Based on these results, the impact of social media on students' achievements in speaking skills urges the need for a rethinking of the traditional method of teaching English. Further, educators should pay more attention to the process of employing social media applications in the educational domain. 86University, India. His field of interest is a translation, social media applications in language teaching, and attitudes and motivation towards English language teaching as a foreign language. ORCID: https://orcid.org/0000-0002-9090-020xZargham Ghabanchi received his BA in English language and literature from Mashhed University, Iran. Then he received his MA in TEFL from Tehran Tarbiayyet Moderres University, Iran. He obtained a Ph. D. degree from the University of Liverpool, UK. Now, he has a chair at Ferdowsi University of Mashhad. He has published several books and articles.