Abstract :
The increasing use of social media in education has transformed teaching practices, particularly in language classrooms. This study explores the effect of social media on the pedagogical skills of primary English language teachers in Karachi. Using a qualitative research approach, the study seeks to understand teachers’ experiences, perceptions, and practices related to the integration of social media in English language teaching. A phenomenological research design was employed to capture teachers’ lived experiences. Data were collected through semi-structured interviews with primary English language teachers who actively use social media platforms such as YouTube, WhatsApp, Kahoot, and Duolingo for instructional purposes. The data were analyzed using thematic analysis, which enabled the identification of recurring patterns and themes across participants’ responses. The findings indicate that teachers perceive social media as a valuable pedagogical tool that supports lesson planning, enhances instructional strategies, increases student engagement, and contributes to professional learning and confidence. Teachers reported using social media to access teaching resources, introduce interactive activities, and communicate with students and parents. However, challenges such as limited internet access, lack of formal training, and concerns regarding classroom management were also highlighted. The study concludes that social media has significant potential to enhance the pedagogical skills of primary English language teachers when used purposefully and supported by appropriate training and infrastructure. The findings provide practical insights for teachers, school administrators, and policymakers to promote effective integration of social media in primary English language education.