Creativity and social networks in English language learning: a systematic literature review

Resumen

This systematic review explores the intersection of creativity, social networks, and English language learning, with a focus on how multimodal content creation impacts learner motivation and linguistic development. Following the PRISMA guidelines, 25 peer-reviewed studies published between 2021 and 2025 were selected from the Scopus and Web of Science databases. Inclusion criteria focused on empirical studies related to English as a foreign language, creativity, motivation, and the use of social networks in educational contexts. The findings reveal that social media platforms—particularly Instagram, TikTok, and YouTube— positively influence learner motivation, engagement, and linguistic competence through creative tasks such as video production, storytelling, memes, and infographics. These tasks foster collaborative learning, digital literacy, and self-expression. However, the assessment of linguistic and creative outcomes remains a challenge due to the lack of standardized frameworks. Social networks offer multimodal, interactive, and learner-centered environments that enhance English language learning. Future research should focus on developing reliable evaluation methods and exploring how social media can be systematically integrated into formal language education.