FROM BRAIN ROT TO LEARNING DISRUPTION: SOCIAL MEDIA CONTENT AND STUDENTS’ FOCUS IN ENGLISH LANGUAGE LEARNING
DOI:
https://doi.org/10.32524/ukmcic.v3i1.2285Keywords:
Brain Rot, Social Media, Students’ Attention, English Language Learning, Digital DistractionAbstract
Social media has become an essential part of students’ daily lives, yet the rising consumption of short form digital content has raised concerns regarding its cognitive impact, which is a phenomenon broadly known as “brain rot”. This study aims to examine how exposure to brain rot content on social media influences students’ focus and affects their English language learning process. Using a systematic literature review based on the PRISMA framework, relevant articles published between two thousand and nineteen and two thousand and twenty six were collected from Scopus, Web of Science, ScienceDirect, and Google Scholar. From thirty eight records initially identified, twenty two studies were selected and analyzed following screening and eligibility assessments. Regarding the first research question, the findings show a generally negative relationship between excessive exposure to highly stimulating short form content, social media multitasking, and students’ attention control, leading to reduced concentration and academic distraction. Regarding the second research question, the results reveal a dual effect on English language learning while platforms like TikTok, Instagram, and YouTube provide accessible, authentic language input that supports vocabulary, pronunciation, listening, and speaking skills, excessive exposure can fragment students' attention and reduce deep learning capacity. In conclusion, the impact of brain rot content depends heavily on the nature of the content consumed and individual usage patterns. Educators and students are encouraged to use social media purposefully as a supplementary learning tool while managing potential digital distractions.
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