Abstract

Recent research has revealed increased use of social media platforms for English as a foreign language (hereafter, EFL) teachers’ English language teaching practices, supporting new modes of language learning through computer-assisted language learning (hereafter, CALL). However, the reasons for such adoption have received little attention, particularly among EFL preservice teachers who lack teaching experiences using technology. Thus, this study examined the rationales and concerns surrounding the use of specific social media platforms for ELT purposes. This study employed a basic qualitative approach by recruiting 18 EFL preservice teachers. The data were collected through interviews and document analysis during the COVID-19 pandemic, requiring these participants to perform emergency remote teaching. The data revealed various reasons why EFL preservice teachers chose to incorporate WhatsApp and YouTube into their English classrooms but not Facebook or Instagram. This study offers three recommendations for improving TEPs, particularly to prepare future preservice teachers who may do such remote teaching in the future.

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