Abstract
Although social media is increasingly used for English language learning, previous studies have largely focused on language skills and general learner perceptions, with limited attention to how structured social-media-based activities may support students’ inclination, understood as their willingness and affective orientation, toward sustained English learning. This study therefore investigated students’ inclination toward English language learning and explored how structured YouTube-based engagement could support that inclination among English Literature students. A mixed-methods design was employed with 26 English Literature students enrolled in a Public Speaking class at Universitas Pamulang. Data were collected through interviews and questionnaires; questionnaire responses were analyzed descriptively, while interview data were interpreted qualitatively. The findings showed that 60% of participants identified communication with foreigners as a primary reason for learning English, while 71% reported speaking anxiety as their major learning constraint. Following the YouTube-based speech activity, 81% of participants perceived the activity as engaging and enjoyable, 73% reported increased self-confidence when speaking in front of a camera, and 98% indicated that social media motivated them to practice English more frequently. Furthermore, all participants agreed that engaging with English content on social media increased their interest in learning English. These findings suggest that structured social-media engagement may provide an accessible and motivating environment for supporting students’ willingness to practice and engage with English beyond conventional classroom activities. Practically, the study offers a structured YouTube-based strategy for integrating speaking practice with students’ digital habits.