This study explores how Social Networking Sites (SNS) support online professional learning
among pre-service EFL teachers through the lens of Kolb’s Experiential Learning Theory. While
SNS are widely used for English learning, this study focuses on how pre-service teachers use SNS
not only to improve language skills but also to support their professional development as future
teachers. This research employed a qualitative case study design involving five pre-service
teachers who actively used SNS for English learning and online professional learning. Data were
collected through open-ended reflective writing, followed by semi-structured interviews with three selected participants based on the depth and relevance of their reflections. The data were analyzed using thematic analysis guided by the four stages of Kolb’s Experiential Learning Cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Among these stages, reflective observation emerged as the most dominant, as participants frequently expressed their thoughts, feelings, and evaluations of their learning experiences. The findings show that SNS platforms such as Instagram Reels, TikTok, and WhatsApp Channels function as informal professional learning environments. Participants used SNS to improve vocabulary, pronunciation, classroom expressions, and teaching strategies. The findings also demonstrate how the four stages of experiential learning operate in SNS-based learning, from engaging with content, reflecting on experiences, developing insights, to planning future teaching practices. This study highlights that SNS supports both language learning and reflective professional development among pre-service EFL teachers.

Keywords: Social Networking Sites, Online Professional Learning, Reflective Practice