Contenu principal de l'article
The present study is designed to investigate the moderating role of social media interaction of students towards collaborative learning to communicative language (English) teaching. The researchers applied quantitative method to gather data through questionnaire. 100 English language learners participated in this study purposively. The required data is collected through social media usage questionnaire, questionnaire on collaborative learning satisfaction, and communicative language teaching questionnaire. The results of this study demonstrate a significant strong correlation between social media interaction, collaborative learning and communicative language teaching. A positive significant moderation exists in direct estimation and prediction of communicative language teaching.