Shu BMC Psychology (2023) 11:443 BMC Psychology

https://doi.org/10.1186/s40359-023-01419-5

RESEARCH Open Access

EFL learners’ problematic use of social

media usage, classroom anxiety, perfectionism,
and language attainment: correlations and
perceptions
Juan Shu1*

Abstract
Background The effect of social media (SM) on university students’ educational progress and mental health
has been studied in various contexts. However, the correlation between Chinese EFL learners’ use of SM (problematic
and non-problematic) and their language achievement, foreign language anxiety, and perfectionism requires further
investigation.
Objectives To address this gap, a mixed-method research design was utilized. This study recruited 480 English lan-
guage learners from Ningbo University of Finance and Economics in China using convenience sampling.
Method SM usage questionnaires, a perfectionism scale, a foreign language anxiety scale, self-assessment grids
(CEFR) developed by the Council of Europe, and an interview checklist were used to collect data. Descriptive statistics
(mean and SD) and Pearson correlation coefficient for each question were analyzed using SPSS. Thematic analysis
was used to analyze the interviews.
Results The results revealed that problematic use of social media is associated with several negative consequences,
such as low language achievement, high foreign language anxiety level, high academic burnout, and negative
aspects of perfectionism.
Conclusions and implications These findings have theoretical and practical implications for language learners
and teachers. The results can inform language educators about the potential negative effects of problematic SM use
on language learning outcomes, mental health, and well-being. It is important to raise awareness of problematic SM
use and to promote healthy SM habits among language learners. Additionally, the study highlights the importance
of promoting the non-problematic use of SM as a potential resource to enhance language learning outcomes.
Keywords Language achievement, Chinese English language learners, Foreign language anxiety, Perfectionism,
Problematic use of social media

Introduction
Social networks play a pivotal role within educational
*Correspondence:
environments, serving as a crucial communication chan-
Juan Shu nel and a wellspring of social support [1]. Several social
jshu60@126.com
1
networking platforms, such as Edmodo, are expressly
College of Humanities, Ningbo University of Finance & Economics,
Ningbo 315175, China
crafted for educational purposes [2]. The educational
advantages of social networks are manifold. They offer

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Shu BMC Psychology (2023) 11:443 Page 2 of 12

extensive access to information and informational addiction is more prevalent among individuals grappling
resources, diminish barriers to group interactions and with anxiety, stress, depression, and low self-esteem [4].
telecommunications [3], facilitate collaborative learn- Griffith [20] characterizes addictive behavior as behav-
ing endeavors [4], stimulate learners to engage in self- ior manifesting specific attributes such as salience, mood
directed learning [5], bolster engagement and learner modification, tolerance, withdrawal symptoms, conflict,
motivation [6], foster interactivity between learners and and relapse [21]. Addictive behaviors are characterized
their instructors [7], and promote active and social learn- by repeated habits that heighten the risk of diseases or
ing [5]. In sum, the advent of new technologies like the social problems. Over the past decade, addictive behav-
internet and social networks, while expanding opportu- iors, including internet and social network overuse, have
nities for enhanced global communication, concurrently become an integral facet of students’ daily lives. Social
poses certain threats [8]. If not managed prudently, the networking addiction entails characteristics such as
misuse of social networks can yield negative repercus- neglecting real-life challenges, self-neglect, mood fluctu-
sions on both the individual and societal levels. One such ations, concealing addictive behaviors, and experiencing
consequence is social networking addiction, a modern mental distress [4].
manifestation of soft addiction [9]. In this context, signs and symptoms of social network-
Various theories have been proposed to elucidate ing addiction encompass disruptions in daily tasks and
the roots of internet and social network addiction. Key activities, devoting more than an hour daily to social
theories encompass dynamic psychology theory, social networks, a compulsion to inspect the profiles of former
control theory, behavioral explanations, biomedical acquaintances, neglecting work and everyday respon-
explanations, and cognitive explanations. According to sibilities due to social network usage, and experienc-
dynamic psychology theory, the origins of social net- ing anxiety and stress stemming from a lack of access to
working addiction can be traced back to psychological social networks [22].
trauma or emotional deficits in childhood, individual It is evident that multiple factors contribute to inter-
personality traits, and one’s psychosocial status. Social net and social network addiction, including online shop-
control theory posits that the prevalence of addiction ping, dating, gaming, entertainment, utilizing mobile
varies across demographics, such as age, gender, eco- devices for internet access, searching for explicit content,
nomic standing, and nationality, with specific addic- individual personality traits, and low self-esteem [9, 21,
tions being more prevalent in certain societal segments 23–25].
than others [10]. Behavioral explanation theory asserts Students represent a significant demographic within
that individuals resort to social networks as a means of the virtual realm and social networks. The excessive
seeking rewards, such as escapism and entertainment. In use of social networks yields both positive and negative
accordance with biomedical explanation theory, the pres- consequences on students’ academic, social, and physi-
ence of particular chromosomes, hormones, or deficien- cal well-being [24]. A notable adverse outcome of over-
cies in certain brain-regulating chemicals can contribute indulgence in social networks is diminished academic
to addiction [11, 12]. Finally, cognitive explanation the- performance among students. Research conducted on
ory posits that social networking addiction arises from medical students, for instance, revealed that students
flawed cognitive processes, as individuals employ social who exceeded the average levels of social network and
networks to escape internal and external challenges [13]. internet use exhibited subpar academic achievements
Overall, social networking addiction is classified as a and a reduced ability to concentrate in the classroom [25].
form of cyber-relationship addiction [14]. Similarly, a study involving Qatari students demonstrated
Social networking addiction denotes a preoccupation that students addicted to social networking displayed
with social network use and the allocation of time to such lower Grade Point Averages (GPAs) than their peers [26].
networks in a manner that impairs other aspects of an Findings from an Indian study underscored the negative
individual’s life, including professional and social engage- effects of internet and social network addiction on stu-
ments and overall well-being [9], culminating in life dis- dents’ academic performance and mental health [27, 28].
ruptions [10]. A Korean study unveiled a negative correlation between
Social networking exerts adverse effects on both physi- non-academic internet usage and students’ academic
cal and psychological health, giving rise to behavioral performance [29]. Lastly, research conducted in Iran in
disorders [15], depression [16, 17], anxiety, and manic 2018 disclosed a significant link between internet addic-
symptoms [18]. For instance, a 2017 study on German tion and educational burnout [30].
students established a positive association between Face- Furthermore, social media (SM) platforms have been
book addiction and narcissistic traits, depression, anxi- integrated into the realm of English language education.
ety, and stress [19]. It is posited that social networking Researchers in the field of Second Language Acquisition
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(SLA) have conducted investigations into the impact of 4. How do Chinese EFL learners perceive problematic
SM on English language education, highlighting the ben- use of social media usage in their educational and
eficial effects of SM usage on English proficiency, read- personal life?
ing skills, writing style, communication skills, listening
abilities, and grammatical usage for language learners
[31–33]. Nonetheless, despite these advantages, there is Review of the related literature
a growing body of evidence indicating that excessive use This study mainly focuses on language learners’ use of
of SM can lead to feelings of exhaustion [34]. The phe- SM, foreign language anxiety, perfectionism, language
nomenon of information overload and stress-related achievement, and academic burnout. The studies on each
states stemming from SM-induced stress, along with user variable are reviewed separately in the following sections.
fatigue, is becoming increasingly prominent, particu-
larly on platforms such as instant messaging and Face- Social media and EFL learners’ language anxiety
book [35–38]. Online media can encroach upon users’ Anxiety is a distressing feeling associated with a cur-
lives [38], and an overabundance of user posts and SM- rent traumatic situation or anticipation of news, depend-
related inquiries has been associated with stress, irritabil- ent on an uncertain object. It is a concept of threat or
ity, and sentiments of being overwhelmed and fatigued insecurity expressed differently by different people [43].
[39, 40]. These negative perceptions and emotional issues However, a review of the related literature shows conflict-
are often exacerbated by extended internet usage across ing results. For instance, Jiang [44] stated that there is a
various devices and applications. For instance, smart- strong correlation between problematic SM usage among
phones are consistently within reach [41], and emails can Chinese university students and their level of anxiety.
be accessed through various devices, including desktop Similarly, Andreassen and Pallesen [45] found that when
computers and mobile phones [38]. students have a strong incentive to use SM and spend too
Despite the challenges and adverse outcomes linked much time using the internet and SM, they encounter
to SM usage, it is undeniable that online discussions and impairments in their professional, personal, and social
written interactions have supplanted traditional face- life, as well as mental health and well-being.
to-face conversations, contributing to the enhancement Similarly, Lepp et al. [46] reported a strong correlation
of users’ language skills. Prolonged utilization of cell between SM use and anxiety levels. In another related
phones, tablets, and laptops equipped with SM appli- study, it was found that particularly during the pandemic
cations has exposed users to rich linguistic input, thus when people had to use SM, they consciously and uncon-
augmenting their capacity to generate coherent output sciously received negative information, such as fake news,
in a second language (L2) [42]. However, as students which in turn increased anxiety levels among the people,
increasingly opt for non-traditional teaching methods especially frequent users of SM [47]. Thorisdottir et al.
and approaches, research on the effects of SM on learn- [48] studied SM use and anxiety disorder among Ice-
ing and education, especially in the context of English as landic adolescents in another context. They reported a
a foreign/second language (EFL/ESL), remains relatively positive correlation between SM usage and anxiety symp-
limited. Consequently, this study seeks to investigate toms for male and female university students. Similarly,
the impact of SM on EFL learners’ anxiety, perfection- Wong et al. [49] and Hussain and Griffiths [50] found
ism, foreign language anxiety, and language proficiency, that the association between anxiety and problematic SM
as well as to explore their perceptions of problematic usage is positively significant.
SM usage. The research also delves into the perspectives
of EFL learners regarding SM usage. To address these Social media and perfectionism
objectives, the following research questions have been Perfectionism is a personality characteristic that reflects
formulated. an individual’s high-performance standards and high
critical self-evaluation [51–54]. Previous studies [55, 56]
1. Is there any statistically significant correlation indicate that perfectionism may appear at any age and
between Chinese EFL learners’ problematic social might influence a person’s success and failure. However,
media usage and foreign language classroom anxiety? perfectionism has been associated with various psycho-
2. Is there any statistically significant correlation pathological phenomena, including anxiety, depression,
between Chinese EFL learners’ problematic social obsessions, and psychosomatic disorders [57, 58]. Sara-
media usage and their perfectionism state? fraz et al. [57] have also argued that perfectionism is a
3. Is there any statistically significant correlation component of some personality disorders. Related stud-
between Chinese EFL learners’ problematic social ies have also revealed that SM usage might impact indi-
media usage and their language achievement? viduals’ perfectionism state [44].
Shu BMC Psychology (2023) 11:443 Page 4 of 12

Furthermore, studies indicate that perfectionism in the quantitative phase, 480 EFL learners were selected
SM might be linked to different domains, such as par- through convenience sampling during the spring semes-
enting [59], physical appearance [46], and other domains ter of 2021. Although 600 undergraduates from Ningbo
[59]. In another study, Casale et al. [60] reported a posi- University of Finance and Economics, were recruited for
tive correlation between internet addiction and per- the quantitative phase, only 480 returned the question-
fectionism. Sedera and Lokuge [42] introduced digital naires. Participants’ self-reports revealed that they were
perfectionism as a new mental disorder caused by all native speakers of Chinese, aged between 18 and 27,
technology. Haren et al. [56] explored the association with 230 female and 250 male participants. Only the par-
between problematic SM usage, perfectionism, online ticipants who were taking English language courses were
cognitions, metacognitions, and SM behavior to explore selected. All participants were informed of the study’s
the factors affecting SM behavior. They reported a sig- purpose and filled in informed consent forms. They were
nificant correlation between inappropriate SM usage and also assured that their responses to the questionnaires
perfectionism. would not affect their academic achievement at the uni-
versity, and the collected data would be kept confidential.
Social media and language achievement Among the participants recruited for the quantitative
Social media (SM) refers to any content-based form of phase, 30 language learners were nominated and invited
e-communication that enables users to share informa- for the qualitative phase. However, due to data saturation
tion and ideas [61]. SM has been widely used in differ- occurring after the 20th informant was interviewed, only
ent fields, especially in EFL/ESL education [61]. Several 20 were ultimately interviewed. The informants were
studies have reported the potential benefits of SM in lan- selected through theoretical sampling.
guage learning, such as enhancing pronunciation accu-
racy, developing vocabulary, and promoting confidence Research method
in speaking English [62, 63]. SM has also been found to A mixed-methods research design (explanatory sequen-
improve collaborative learning, teamwork, critical think- tial research method: Quan-Qual) was utilized to answer
ing, and literacy proficiency among language learners the research questions. The ex-post facto (correlational)
[64, 65]. Furthermore, SM has been reported to foster research method was employed to investigate research
student engagement and motivation in tertiary educa- questions 1, 2, 3, and 4, measuring variables such as
tion, with faculty members incorporating SM into their problematic and non-problematic SM usage, academic
classes [66]. SM has also been used by students to com- burnout, foreign language anxiety, and perfectionism.
municate, learn, and meet their educational needs [67]. All variables were measured quantitatively using inter-
SM has been found to help teachers stay connected and val scales. For the qualitative phase, a phenomenology
learn more about students’ engagement in classroom research method was employed to deeply explore the
assignments [68]. Moreover, younger faculty members lived experiences of those engaged in and affected by
tend to use SM more frequently for educational and aca- the phenomenon. Phenomenology is commonly used
demic purposes [69]. SM applications such as Facebook by researchers interested in investigating fields with lit-
have also been employed for pedagogical activities to fos- tle or no prior knowledge. Participation in the qualitative
ter language use at home and outside the classroom [70]. phase was voluntary, and individuals received an initial
In summary, the research on the use of SM in teach- explanation of the study’s procedures before deciding to
ing and learning EFL/ESL has become widespread, and participate.
the findings suggest that SM has a positive impact on lan-
guage learning and teaching. SM platforms are believed Data analysis
to be beneficial to support pedagogical purposes, foster- The data analysis was conducted using MAXQDA soft-
ing English skills, developing social skills, and promoting ware (version 2022) as recommended by Creswell [71]
active learning. Therefore, the potential of SM in lan- The unit of analysis was the sentence, and the researcher
guage learning and teaching should be further explored analyzed manifest content rather than latent content. The
and utilized to enhance the quality of education. qualitative data were collected, analyzed, and reported in
English. An inductive approach to content analysis was
Materials and methods taken, as no theory or framework guided the generation
Participants of codes, categories, and themes [52]. Gao et al.’s [58] five
Two groups of participants were recruited: participants sequential steps for qualitative data analysis were fol-
for the quantitative phase and informants for the qualita- lowed. Firstly, the data were cleaned up by correcting lin-
tive phase. The participants were selected from Ningbo guistic errors, ambiguities, inaccuracies, or repetitions.
University of Finance and Economics, Ningbo, China. For Secondly, the researcher read the data multiple times and
Shu B
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developed open codes. Thirdly, the open codes were cat- by Dai [73]. This instrument consists of 29 items catego-
egorized as relevant axial codes/subtopics. Fourthly, the rized into two subscales. The first component, referred to
axial codes/subtopics were grouped under higher-order as Perfectionism High Standard, encompasses 15 items,
selective codes/general themes. Lastly, a detailed and while the second component, known as Perfectionism
complete report was prepared on the completed process Adaptability, comprises 14 items. Each item is rated on a
of data analysis and its interpretation. 5-point scale (1 = very much disagree, 2 = somewhat disa-
For the generated codes, topics, and categories, their gree, 3 = no opinion, 4 = somewhat agree, 5 = very much
frequency was reported, and the results were presented agree). The score on the high standard section reflects an
visually using the MAXMAP properties of MAXQDA. individual’s inclination toward perfectionism, whereas
To ensure the credibility of the analytical process, 20% the score on the adaptability component indicates the
of the generated codes were randomly selected and re- degree of maladjustment. Both sections exhibited an
coded by a second coder who was a university lecturer in acceptable level of internal consistency (α = 0.85 for high
applied linguistics with sufficient knowledge and experi- standards; α = 0.87 for adaptability).
ence in conducting qualitative research studies. Specifi- To assess participants’ language achievement, the
cally, 100 codes were created in this study, and 20 of them Self-assessment Grids based on the Common Euro-
were sent to the second coder. The intercoder agreement pean Framework of Reference for Languages (CEFR)
coefficient for this study was 96%, but the second coder developed by the Council of Europe were employed.
disagreed with the first coder on one code. The two cod- Participants were provided with the rubric and explana-
ers discussed and resolved the disagreement to complete tions of each scale in the instruction section. They were
the qualitative data process. asked to rate their language proficiency using the CEFR
Self-assessment grid, providing a numerical equivalent
Measures for their language skills. The reliability of the scoring
To answer the research questions, we used different was established by asking participants to rate their lan-
measures. Each is explained as follows. guage proficiency twice, with the correlation coefficient
between the two sets of scores demonstrating good reli-
Foreign Language Anxiety (FLA) scale ability (r = 0.86).
The assessment of various components in this study was The final instrument employed in this study was an
carried out using specific instruments and measures. interview checklist, encompassing individual face-to-face
First, to evaluate participants’ Foreign Language Anxi- interviews, phone interviews, and online interviews. Par-
ety (FLA), the instrument validated by Zhao [72] was ticipants were given the option to respond to the ques-
employed. This questionnaire comprises 33 statements, tions in either English or Chinese. The interview checklist
which were categorized into four components: commu- comprised open-ended questions designed to capture
nication anxiety (8 items), negative evaluation (9 items), the interviewees’ perspectives on both the favorable and
test anxiety (5 items), and anxiety concerning English adverse outcomes of problematic and non-problematic
classes (11 items). The internal consistency and subscales social media (SM) usage. For example, interviewees were
of the questionnaire were estimated using Cronbach’s prompted to identify and elucidate potential positive
alpha. The obtained Cronbach’s alphas ranged from and negative impacts of SM applications like Telegram,
α = 0.82 to 0.87, indicating that the FLA scale exhibited WhatsApp, and others, on various aspects such as their
acceptable reliability across its components as well as for language achievement, mental well-being, anxiety levels,
the overall scale. and academic attainment.
Second, the Problematic Mobile Social Media Usage
Assessment Questionnaire [54] was utilized to gauge Data analysis procedure
participants’ usage patterns. The problematic SM usage The data analysis procedures encompassed a variety of
scale, developed by Jiang in 2018, comprises 20 items techniques. Quantitative data were subjected to analy-
rated on a 5-point Likert-type scale (1 = inconsistent, sis employing SPSS, wherein mean scores and standard
5 = totally consistent) with no reverse scoring. Scores deviations were computed for each query. Additionally,
on all items were summed, and higher scores indicated the correlation coefficient between variables was deter-
more problematic use. The reliability of both problematic mined at a significance threshold of p = 0.05. Conversely,
and non-problematic usage components was assessed the data pertinent to research question 5 were sub-
using Cronbach’s alpha, revealing high reliability (0.86 jected to analysis utilizing MAXQDA software (version
and 0.82, respectively). Third, perfectionism among the 2022. The unit of analysis was the sentence, with the
participants was assessed using the Chinese version of researcher focusing on the analysis of manifest content,
the Multidimensional Perfection Scale (MPS) developed rather than latent content. The qualitative data were
Shu BMC Psychology (2023) 11:443 Page 6 of 12

gathered, analyzed, and reported in the English language. Table 1 Demographic profile of the respondents selected for
An inductive content analysis approach was pursued, as quantitative and qualitative phases
there was an absence of a guiding theory or framework Phase Variable Number (%)
for the generation of codes, categories, and themes, fol-
lowing Berg’s approach [74]. The qualitative data analysis Quantitative Gender
adhered to Gao et al.’s [58] five-step sequential process. Male 230 (41.2%)
Initially, the data underwent a cleansing process, address- Female 250 (52.8)
ing linguistic errors, ambiguities, inaccuracies, or rep- Age
etitions. Subsequently, the researcher meticulously 18–20 60 (12.5%)
reviewed the data multiple times and formulated open 21–23 230 (48%)
codes. These open codes were then organized into rel- 24–27 190 (39.5%)
evant axial codes or subtopics. These axial codes or sub- Qualitative Gender
topics were further clustered under overarching selective Male 10 (50%)
codes or general themes. Finally, a comprehensive and Female 10 (50%)
detailed report was compiled, delineating the completed Age
process of data analysis and its interpretation. 18–20 6 (30%)
To ensure the credibility of the analytical process, 25% 21–23 7(35%)
of the generated codes underwent a random selection for 24–27 7 (35%)
re-coding by a second coder who held the position of a
university lecturer in applied linguistics. This second
coder possessed substantial knowledge and experience perfectionism and both foreign language anxiety and
in conducting qualitative research studies. In this study, problematic use of social media.
a total of 40 codes were generated, with 10 of them being
reviewed by the second coder. The intercoder agreement
coefficient for this study was established at 90%. How- Research question 1
ever, a single instance of disagreement between the two The study utilized Pearson product-moment correla-
coders surfaced, necessitating a thorough discussion and tion analysis to examine the relationship between par-
resolution of this discrepancy to conclude the qualitative ticipants’ non-problematic social media (SM) usage and
data processing. their levels of foreign language anxiety (FLA). A signifi-
cant positive correlation exists between the language
learners’ problematic use of social media (M = 65,
Results
SD = 15) and foreign language anxiety. Language learn-
Quantitative findings
ers, on average, report a moderate level of foreign lan-
The quantitative results are presented in Tables 1 and 2.
guage anxiety (M = 75, SD = 17.5). Furthermore, there is
Then, the results for each question are presented and dis-
a noteworthy and statistically significant positive cor-
cussed sequentially.
relation between foreign language anxiety and their
As seen in A significant positive correlation exists
problematic use of social media. The simple regression
between the language learners’ problematic use of social
model produced an R ­ 2 value of 0.70, F (2, 477) = 104,
media (M = 65, SD = 15) and foreign language anxiety.
p < 0.001. As shown in Table 3, the problematic use of
Language learners, on average, report a moderate level
SM had significant positive regression weights, indicat-
of foreign language anxiety (M = 75, SD = 17.5). Further-
ing that language learners with higher scores on prob-
more, there is a noteworthy and statistically significant
lematic SM usage were expected to have higher FLA.
positive correlation between foreign language anxiety
and their problematic use of social media.
Language achievement among the participants is mod-
Research question 2
erately rated, with a mean of 71 (SD = 24). It’s noteworthy
The study used simple regression and correlation analy-
that a statistically significant positive correlation exists
ses to investigate the relationship between participants’
between foreign language anxiety and language achieve-
language achievement and non-problematic social
ment, as well as a statistically significant negative cor-
media (SM) usage. Table 1 presents the descriptive sta-
relation between problematic use of social media and
tistics and analysis results. The results show (Table 4)
language achievement.
that, problematic SM usage was negatively correlated
Participants in the study exhibit a moderate level
with participants’ language achievement (r = -0.38,
of perfectionism (M = 79, SD = 20). Notably, there are
p < 0.001).
statistically significant positive correlations between
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Table 2 Means, standard deviations, and bivariate correlations between variables

Variables Mean SD 1 2 3 4

(1) Problematic use of S.M 65 15 1

(2) Foreign language anxiety 75 17.5 0.63** 1
(3) Language achievement 71 -0.24 0.42*** -.45** 1
(4) Perfectionism 79 20 0.44** 0.17 0..42** 1
*
p < 0.05, **p < 0.01, ***p < 0.001, l tests were two-tailed. (n = 590)

Table 3 Results from the regression analysis (SM usage and FLA)
Model Unstandardized Coefficients Standardized Coefficients t Sig
B Std. Error Beta

1 (Constant) 60.12 8.25 7.23 .001

PSMU .622 .083 0.55 7.52 .001
NPSMU non-problematic social media usage, PSMU problematic social medial usage

Table 4 Results from the regression analysis (SM usage and language achievement)
Model Unstandardized Coefficients Standardized Coefficients t Sig
B Std. Error Beta

1 (Constant) 30.157 9.490 3.178 .002

PSMU -.034 .088 -.034 -.386 .700

Table 5 Results from the regression analysis (SM usage and perfectionism)
Model Unstandardized Coefficients Standardized Coefficients t Sig
B Std. Error Beta

1 (Constant) 48.718 7.698 6.866 .001

PSMU .600 .091 .349 7.440 .001

Research question 3 Research question 4

The study utilized Pearson product-moment correla- Qualitative findings
tion analysis to examine the relationship between par- The interviews with 20 Chinese learners of the English
ticipants’ non-problematic social media (SM) usage language were transcribed word-by-words. Then, they
and perfectionism. The results revealed that problem- were analyzed using axial and open codlings. Two prin-
atic SM usage was significantly positively correlated cipal codes were extracted, explained, and exemplified in
with participants’ perfectionism (r = 0.46, p < 0.001). the following sections.
However, the correlation between non-problematic
SM usage and perfectionism was significantly nega- SM causes addiction Despite its advantages, the perva-
tive (r = -0.30, p < 0.01). As shown in Table 5, prob- sive use of SM has prompted concerns about addiction
lematic use of SM had a significant positive regression among participants. Many express a sense of irresistible
weight, indicating that respondents with higher compulsion to frequently engage with SM, often divert-
scores on problematic SM usage had a higher level of ing their attention from important daily activities. Partic-
perfectionism. ipant 3, for example, admits to checking SM applications
Shu BMC Psychology (2023) 11:443 Page 8 of 12

even during study sessions, describing it as uncontrol- while highlighting the critical challenges and pitfalls that
lable behavior. Participant 9 similarly mentions the fre- demand thoughtful consideration within pedagogical
quent and distracting use of SM throughout the day. contexts.

SM causes loneliness A significant number of partici-

pants highlight the paradox of increased SM use leading Discussion
to feelings of loneliness and isolation. Time spent on SM The outcomes of this study shed light on the correlation
detracts from opportunities for face-to-face interactions between problematic social media (SM) usage and For-
with family and friends, thereby contributing to mental eign Language Anxiety (FLA) among Chinese language
health issues like depression and anxiety. Participant 7 learners. This finding is consistent with prior research
elucidates how excessive SM use diminishes their con- that has established connections between excessive SM
nection with loved ones and fosters a sense of isolation engagement and adverse effects such as compromised
from society and family. sleep quality, diminished self-esteem, heightened anxi-
ety, and increased depression [57]. It is posited that the
Social media enhances academic burnout SM is associ- pervasive use of SM may displace in-person social inter-
ated with increased academic burnout among language actions, thereby eroding social capital, fostering feelings
learners. Interviewees point out that excessive SM usage of depression and solitude, and ultimately exacerbating
can lead to reduced academic performance, as it diverts anxiety, including FLA.
time and attention away from language studies. Partici- The findings of this investigation align with the results
pant 6 underscores the attraction of SM content in the reported by Jiang [44], who identified that Chinese stu-
Chinese language over English, which affects motivation dents who spend more time on SM tend to report ele-
for language learning. vated anxiety levels. Additionally, other scholars [15]
have demonstrated that SM utilization can incite stress-
Social media enhances social anxiety disorder The utili- related concerns, including fatigue, particularly in the
zation of SM can exacerbate social anxiety disorders. Par- context of platforms like Facebook and instant mes-
ticipants often compare their online personas to real-life saging. It is proposed that excessive exposure to other
interactions, leading to anxiety in face-to-face situations. users’ comments, posts, and tweets can evoke irritation,
The lack of in-person communication contributes to this stress, feelings of overwhelm, and fatigue, culminating in
anxiety, as expressed by Participant 13. heightened anxiety.
A plausible explanation for the positive correlation
SM leads to grammar and spelling errors Some inter- between problematic SM usage and anxiety is rooted in
viewees notice a proliferation of typos and intentionally the potential for SM and internet addiction. Yang and
incorrect English usage in posts, comments, and texts on Wu et al. [75, 76] posit that greater SM and internet use
SM applications. This casual approach to language usage, correspond to an increased risk of addiction. Similarly,
as exemplified by Participant 9, results in frequent lapses Simsek and Sali [77] have identified that individuals using
in punctuation and spelling. SM for social communication are more likely to develop
SM addiction compared to those who employ it for rec-
SM increases foreign language anxiety and reduces reational purposes. The consequential lifestyle habits
self‑efficacy Exposure to SM content created by native associated with excessive SM use, characterized by a loss
speakers can heighten anxiety among language learners of control and a sense of isolation, are known to deplete
about attending English language classes and speaking psychological capital [60].
in real-life scenarios. This comparison often results in Conversely, the negative correlation between non-
reduced self-efficacy, as articulated by Participant 7. problematic SM usage and anxiety may stem from the
fact that individuals using SM for informative, enter-
SM leads to inequality in education Participants note taining, and social purposes tend to possess high levels
that access to the internet and SM is essential for edu- of social capital. In these communities, members find
cational resources and language skill improvement. substantial support and do not experience feelings of
This creates inequalities, as those without access to SM loneliness or depression. Furthermore, the positive cor-
and the internet are left at a disadvantage. Participant 3 relation between SM use and participants’ language per-
exemplifies how low internet speeds affected their per- formance and language skill development aligns with
formance in an English course. This comprehensive Wang and Vasquez’s findings [78]. Their examination of
analysis underscores the intricate landscape of SM usage the effects of Facebook usage on language learning iden-
among language learners, acknowledging its merits tified a significant difference in writing quantity between
Shu B
 MC Psychology (2023) 11:443 Page 9 of 12

the experimental group using Facebook and the control documented the frequent use of SM applications like
group, although not in writing quality. It was recom- Facebook, WhatsApp, and YouTube in English language
mended that Facebook be employed for extracurricular education. Salih and Elsaid [81] similarly concluded that
activities to enhance learners’ writing abilities. Another SM represents an effective technological tool for EFL
justification for the correlation between non-problematic instruction.
SM usage and language learning is rooted in the find- Nonetheless, this study reveals several negative con-
ings of Jafari et al. [79], who observed notable individual sequences associated with SM use in language learning,
differences between students who used Facebook and including SM addiction, grammar errors, social anxiety,
those who did not. SM applications provide an additional language anxiety, educational disparities, academic burn-
source of comprehensible input that users can engage out, and loneliness. These findings align with the work of
with at their own pace, thereby bolstering language learn- An and Williams [69], who found that exposure to SM
ers’ interaction and communication skills. can make some language learners self-conscious, and
The results of this study align with previous research with Mitchell [70], who reported that some students were
by Jafari et al. [79] and Kumar et al. [80] both of which concerned with the spelling and grammar errors they
identified a negative association between excessive inter- encountered while reading SM posts. Bani-Hani et al.
net use and academic performance. Likewise, Fatehi et al. [82] also noted that students were distracted by instant
[63] reported that students with excessive internet and messaging and experienced anxiety as they attempted to
SM use tended to achieve lower GPAs compared to those match their peers’ language proficiency. In conclusion,
with regular use. Furthermore, Jafari et al. [79] estab- this study underscores that while SM usage can have both
lished a significant correlation between internet addic- beneficial and detrimental impacts on EFL learners’ lan-
tion, academic burnout, and performance among nursing guage acquisition, the judicious and discerning use of SM
students. Mei et al. [64] identified connections between and the internet is paramount to optimizing the benefits
health, self-control, self-esteem, and problematic inter- while mitigating negative repercussions. These adverse
net and social media use among Chinese high school effects are corroborated by Noori et al. [68], who found
students. Similarly, Peterka-Bonetta et al. [65] uncovered that "75% of the participants believed that the overuse of
positive relationships between depression and internet social media caused eye problems for both lecturers and
use disorder and burnout and internet use disorder. Berte students" (p.11). This aligns with the results of Haand
et al. [66] documented a negative correlation between and Shuwang’s study [83] which revealed that excessive
university students’ perceived self-efficacy and excessive SM use is linked to health and mental health problems
internet use. among students and teachers [73–91].
The findings of this study corroborate the work of
Harren et al. [67] who unearthed a significant correla- Conclusions
tion between problematic SM use and perfectionism. In conclusion, this study has provided valuable insights
The excessive use of SM is believed to induce stress and into the intricate relationship between problematic social
emotional exhaustion, both of which are associated with media (SM) usage and Foreign Language Anxiety (FLA)
perfectionism [32, 36]. SM users may engage in social among Chinese language learners. The findings indicate
comparisons, which can engender feelings of inadequacy a positive correlation, suggesting that excessive engage-
and fuel perfectionism [32, 36]. Existing research has ment with SM platforms may contribute to heightened
illustrated that SM platforms and applications facilitate FLA. These results align with previous research empha-
self-comparisons, particularly in domains like appear- sizing the adverse consequences of excessive SM use,
ance, health, and parenting, which can serve as predic- such as compromised sleep quality, diminished self-
tors of perfectionism [27]. Additionally, the correlation esteem, and increased anxiety and depression. Moreover,
between perfectionism and problematic SM usage can be the study underscores the significance of the purpose and
ascribed to SM users’ engagement in social comparisons nature of SM engagement. Non-problematic SM usage,
and self-presentation, culminating in the proliferation of which prioritizes informative, entertaining, and social
social comparisons and, ultimately, perfectionism. objectives, demonstrates a negative correlation with
The study’s findings underscore the positive impact anxiety. Language learners who harness SM for construc-
of appropriate SM and internet usage on English as a tive purposes appear to foster social capital, consequently
Foreign Language (EFL) learners’ language acquisition. alleviating feelings of loneliness and depression.
This impact manifests through exposure to authentic
materials and the abundance of opportunities to prac- Implications
tice language skills and sub-skills. This finding resonates The implications of this study are twofold. Firstly, edu-
with the research conducted by Noori et al. [68], which cators and language instructors should be cognizant of
Shu BMC Psychology (2023) 11:443 Page 10 of 12

the potential impact of SM usage on language learners’ a broader examination of mental health, self-esteem, and
psychological well-being. Recognizing the risk of exces- overall life satisfaction among language learners who
sive SM usage contributing to FLA and anxiety-related engage with SM.
issues, educational institutions may consider implement-
ing interventions and educational programs to promote Supplementary Information
balanced and purposeful SM usage among students. This The online version contains supplementary material available at https://​doi.​
includes guiding learners to employ SM for educational org/​10.​1186/​s40359-​023-​01419-5.
and informative purposes, fostering a positive learning
Additional file 1.
environment [80, 92].
Secondly, this study underscores the importance of
Acknowledgements
informed and purposeful SM engagement. Learners and
The author would like to thank all participants.
SM users should be educated about the potential conse-
quences of their SM usage habits, encouraging them to Author’s contributions
Juan Shu designed the study. Juan Shu collected the data. Juan Shu analyzed
make intentional choices in their online activities. Such
and interpreted the data. Juan Shu drafted the manuscript. Juan Shu proof-
awareness can promote healthy digital behavior and read the paper. Juan Shu agreed to be accountable and verified the submitted
diminish the risks of social media-related anxiety. version.

Funding
Limitations Not applicable.
Several limitations of this study must be acknowledged.
Availability of data and materials
Firstly, the research primarily relied on self-reported data The data will be made available by the authors without undue reservation.
from participants, which may be influenced by social
desirability bias and subjectivity. Furthermore, the study Declarations
did not examine the impact of the duration and fre-
quency of SM usage on anxiety levels, which might offer Ethics approval and consent to participate
The ethical approval committee of Ningbo University of Finance and Econom-
a more nuanced understanding. Additionally, the study ics approved this study and issued a letter, indicating the study has no side
concentrated on a specific context of Chinese language effects on the participants of the study. All experiments were performed in
learners, potentially limiting the generalizability of the accordance with relevant guidelines and regulations. All methods were car-
ried out in accordance with relevant guidelines and regulations.
findings to broader populations. Further research with Informed consent was obtained from all subjects.
diverse cultural and linguistic backgrounds is essential to
ascertain the broader applicability of the findings. Consent for publication
Not applicable.

Areas for further studies Competing interests

The authors declare no competing interests.
This study has laid a foundation for several areas that
merit further exploration. Firstly, future research should
employ more diverse and representative samples to bet- Received: 21 June 2023 Accepted: 30 October 2023
ter generalize the results. Investigating the influence of
SM usage duration and frequency on anxiety levels would
provide a more comprehensive understanding of this
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