Abstract
Social media plays a significant role in our daily life. It also serves as more than just a means of sharing and connecting, to influence on people’s lives in variety of ways, including education. Hence, the purpose of this study was to determine the mediating role of social media in the relationship of vocabulary knowledge and writing skills. Quantitative non-experimental research utilizing descriptive correlational technique and mediation analysis were utilized in the study. The data were gathered from 214 English major students in Kapalong College of Agriculture, Sciences and Technology through inclusion and exclusion criteria. Findings revealed that the level of social media was high; and the levels of vocabulary knowledge and writing skills were also high. There were positive significant relationships between vocabulary knowledge, writing skills, and social media. Moreover, result also revealed that social media was partially mediated, or it has a significant role in the relationship between vocabulary knowledge and writing skill. It signifies that the teachers should look into other factors that is affecting vocabulary knowledge of a student and not just their writing skills. Perhaps, teachers should also consider social media as it partially mediated or significantly affect the relationship of vocabulary knowledge and writing skills.
