E -learning or online learning has taken the key role of traditional teaching and learning process during the outbreak of pandemic. The Pandemic outbreak caused the educational system to revamp rapidly, and teachers and students need to use the technology in teaching and learning. Therefore, this paper presents a systematic literature review of past studies on the effectiveness of using social media in learning English for ESL learners from the year 2011 to 2022. The Google Scholar database was used to identify the relevant literature and the keywords used to search is "social media and ESL learners." The aim of the study is to identify the effectiveness of using social media in learning English for ESL learners. The 14 articles were selected from the analysis purposes and the literature was then classified into the different themes to find out the effectiveness. The result of all the 14 articles showed that social media has played a significant role in improving learning English for ESL learners. Hence, teachers are recommended to utilise different social media platforms which occupied the purpose of teaching in the process of teaching and learning.

Language learning in education has evolved over the years as students of various cultures and traditional backgrounds have been enrolled in language learning programmes as part of the education system. The English language is the second language of the Malaysian education system. The learners in the Malaysian education system cope with English language learning differently. The purpose of this study is to identify strategies used by lower secondary ESL learners to improve their English language skills. A survey was administered in a chosen secondary school in a suburban district. The survey used in the study was adopted and adapted from Oxford's (1990) Strategy Inventory for Language Learning (SILL) version 7.0. The modified version consisted of 30 statements on a Likert scale of 1 to 5. The survey was conducted through an online google form. A total number of thirty Form 1 students have been selected through purposive sampling as respondents. The data collected then analysed with descriptive statistics using frequency and percentage counts. The findings portrayed that lower secondary ESL learners preferred metacognitive-related strategies over the other strategies. Thus, the findings could be useful for researchers to study suitable learning materials to cater to students who practice various learning styles in language learning.