IndexSummaryIntroductionLiterature ReviewConclusionReferencesAbstractThe popularity of social networking sites is increasing day by day. As always, only young people were interested in using these social networking sites, but now the craze is spreading to adults too. However, the effect of the social site is not good because people are becoming addicted to it. It has now become clear and common that people must be numb to communicate in places of worship, in homes, when in close proximity to relatives and guests, on the highway. , schools, universities and social gatherings, where they call from their phones. They are so busy and absorbed that they don't bother to see where they are, who is important in their priority and what they are. Meditation has been moved from reality to the virtual world and is visible to invisible friends. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Introduction Social media is used to communicate with other people sitting far away. Social networks can satisfy people's respect because they are used by a person who can introduce himself to others who have similarities in idea and have general interest. The popularity of social networking sites is increasing day by day. As always, only young people were interested in using these social networking sites, but now the craze is spreading to adults too. However, the effect of social sites is not good because people are becoming addicted to them. Speaking of social networking sites, we must first define the most popular sites. Facebook is popular for everyone, where a person can share photos, videos, upload status and many other things. Next is Twitter, through which anyone can tweet your post, this is the most popular among celebrities and others. Because of these sites, face-to-face conversations are decreasing and people are discussing more through these sites. Thanks to these sites, people make friends even outside the country. With this we can go beyond our borders. Because of this, celebrities are more in touch with their fans, they can easily connect with them. Now they can easily update their latest movie or any event that will happen. Even if it gets trolled sometimes. Family members can organize the program through it. They can connect with other family members who are easily located abroad.Literature ReviewAccording to the study conducted by various authors, there are many conclusions on the topic and also related to it.Basharah, Giyama and Abdelrahman (2014) told the students from the University of Jordan targeting their relationship with Facebook use and their social intelligence, as well as the relationship between students' self-aware measures of social use and their social intelligence. Do. There were 282 students from various public university colleges in Jordan. For the purpose of the study, the researchers used a cross-sectional survey design in which a questionnaire was administered and several teachers who had agreed to participate in this study were brought together in their classes. The objective of the questionnaire was to collect data on Facebook students and their social intelligence. An analysis of the collected data showed that the majority of student Facebook users were active. Participants' perceptions of their level of social intelligence were positive and medium. This study disagrees with the general negative reputation in the Arab world and the influence of Facebook on students' social lives. Furthermore, the study showed that the use of Facebook can offer students theadvantage of social skills and intelligence so that they can be provided with an electronic platform that they can use to express themselves freely. Khan (2013) found the effect of social networking websites on students. A research questionnaire was prepared to determine the factors of social networking sites, which have an impact on students. The variables identified are age, gender, education, social impact and academic performance. 168 respondents who were only students were randomly selected. The data was statistically analyzed using descriptive statistics, correlation, retrograde, Chi square etc. The study concluded that students between the ages of 15 and 25 primarily used social networking sites for entertainment. 60% of male students usually use social networking sites for knowledge. Graduate students generally prefer social networking sites for entertainment. This research study also found that people may use social networking sites due to the social impact. This study determines that most students use social networking sites because of their friends and the average sample is 67.3%. Students with a GPA between 3.0 and 3.5 (grade point average) primarily use social networking sites for entertainment. Lipinsky-Harton and Taaffodie (2013) compared the degree of attitude moderation with online chat produced through online conversations. There were 142 graduate students (86 women and 56 men) attending the University of Toronto. In response to a series of public test questions administered at the beginning of the academic term, participants were recruited by telephone. Before the study, the couple members were not familiar with each other. Each couple was randomly assessed both face-to-face (FTF) and online chat (OC). The FTFs' conversations were digitally recorded and transferred for analysis. OC conversations were automatically recorded and downloaded. The collected data were analyzed statistically, SD, F-Test, Pearson correlation and Chi-square test. Face-to-face conversation and online chat were compared to the generous approach of their tendency through contact of an anti-approach. As expected from text chats based on personal attention and low participation from another, strangers chatted online for about 20 minutes about controversial social issues, on which they oppose the approach. Less movement toward your partner's status was shown. Buhler, Neustaedter, and Hillman (2013) examined how to use adolescents and video chats. Teens use a video chat system to communicate with others, however, little research has been done to find out how and why they use the technology. A sample of twenty adolescent participants (10 men and 10 women) were recruited through snowball sampling, word of mouth, and posted an advertisement on sites such as Face Book and Craigslist and interviewed in an interview. Participants used several video chat systems including the most common Skype (18/20) followed by Face Time (10/20), Tiny Chat (3/20), MSN Messenger (3/20) and Google Hangouts (1 /20) are included. are included. . The findings show that during school and on subsequent weekends, video chat plays an important role in helping teens socialize with their friends, where they see emotional reactions and sessions of shared homework, show-and-tell, and remote performances and participation in activities. However, video chat is used to view more personal activities, such as gossip, flirting, and even sexual activity. Support the use of chatvideos of teenagers doing so presents an interesting design challenge. Access to education down to demographics, social networks and social networks. It was found that the gender balance among the respondents was 68% for women. 70% of those interviewed said they were under 25 years old. 70% of the respondents were domestic students while 31% were international students. Facebook has been the most popular social networking platform for both domestic and international students. Array (2012) examined students who have an approach to using social networking sites, particularly Facebook, during language lessons. Social media has a great impact on people's lives and millions of students spend many hours on social networking sites such as Facebook, Twitter, YouTube. Although millions of students around the world are using these Web 2.0 tools, but not much research has been done on the educational use of social networks. Keeping in mind the potential possibilities of these websites for educational use, this study was conducted at Gaziantep University of Turkey, which included 48 graduate students, enrolled in the one-year compulsory primary English class. The research design included 5-point Likert-type questionnaires and semi-structured interviews. The findings show that Facebook can be very useful as an educational tool. It was found that students have a very positive attitude towards using Facebook activities in the form of complementary language lessons, but traditional speech-based language learning is still a backbone for language education. Pimmer, Linxen, and Gröhbiel (2012) examined how to use social networking sites (SNS) for students and professionals in developing and emerging country contexts. Data collection included Focus Groups (N = 43) that included Facebook site analysis focused on medical students and faculty, as well as medical and clinical topics. The results show how users, both students and professionals, see appropriate SNSs from their mobile phones as a rich educational tool in terms of informal education. From the analysis of the interview it emerged that, with some exceptions, almost all the students interviewed used Facebook on a daily basis. In the analysis, informal learning contexts on Facebook revealed the obvious forms of educational content embedded in the references. Quizzes, case presentations and related deliberate e-learning exercises that were usually found in (more) formal educational contexts. From a socio-cultural learning perspective, participation in such virtual business communities across national borders has been shown to enable declaring corporate status, identities and professional conversations. Saw, Abbott, Donaghhe, and McDonald (2012) studied social media for international students – it's not Facebook. In 2010, 335,273 international students were enrolled in higher education in Australia. To support these students throughout their studies, libraries must find ways to communicate and interact with them. The best way to learn about the library's services was through the library's web pages and personal contacts. With library staff. To investigate international students' social media preferences, the Bond librarian decided to conduct a survey to ask the current student body about their social networking options and usage. The survey was publicized via a global email to students, the library website, the library and IT Facebook page, and digital signage inlocal. The survey lasted three weeks and 575 complete responses were collected. Data collected using Microsoft Excel 2010 was exported and analyzed. Data collection and analysis were divided into three sections: access to education demographics, social networking, and use of social networks for education. It was found that the gender balance among the respondents was 68% higher than that of women. 70% of those interviewed said they were under 25 years old. 70% of the respondents were domestic students while 31% were international students. Facebook was the most popular social networking platform for both domestic and international students. The majority of respondents in all countries use Facebook several times a day. The survey also found that more than 60% of the respondents use Facebook to share information and use it to obtain more than 50% of the information. And 91% of respondents use Facebook for educational purposes. Eren (2012) examined students who have a view towards using social networking sites, particularly Facebook, for language lessons. Social media has a great impact on people's lives and millions of students spend many hours on social networking sites such as Facebook, Twitter, YouTube. Even though millions of students around the world are using these Web 2.0 tools, not much research has been done on the educational use of social networks. Keeping in mind the potential possibilities of these websites for educational use, this study was conducted at Gaziantep University in Turkey, which had 48 graduate students, enrolled in the one-year compulsory elementary English class. The research design included 5-point Likert-type questionnaires and semi-structured interviews. The findings show that Facebook can be very useful as an educational tool. It was found that students have a very positive attitude towards using Facebook activity in the form of complementary language lessons, but traditional speech-based language learning is still a backbone for language education. Veletsianos (2011) studied Twitter engagement and practices of higher education scholars. Scholars participate in online social networks for professional purposes. In these types of networks, learning is involved in learning and creating identities as recognition and contribution to network practices. While describing the possible benefits of current literature, empirical scholarly research is negligible on the use of online social networks in online partnership, in the educational technology literature. The purpose of this study is to understand the natural practices of scholars particularly in social networks, and in particular on Twitter. 45 academic tweets were qualitatively analyzed to arrive at the main topics describing the practice of online social networks. Findings show that scholars (1) who participated on Twitter shared information, resources, and media related to their professional practice; (2) shared information about your class and students; (3) Ask for and make suggestions to others; (4) engaged in social criticism; (5) engaged in digital identity and impression management; (6) Demand to network and build relationships with others; And (7) they highlighted their involvement in online networks other than Twitter. These findings help the field understand the emerging practice of academic online participation. Lim and Meier (2011) studied international students using social networking services in a new culture: a case study with Korean youth in the United StatesUnited. In the United States, international students, especially from Asia, have found it difficult to adapt to their new life and culture. Very little research has been conducted to understand the role of social networking services (SNS), including instant messaging, blogs, chat websites, and email for these students. Korean students represent the largest international student group in the United States and were selected for a qualitative study. For data collection, participants were interviewed individually. The results showed that participants used SNSs in different ways for their emotional well-being and educational purposes. Most participants preferred Internet messaging to other communication tools. Lampe, Wohn, Vitak, Alison, and Wash (2011) examined that college students use the social networking site Facebook for class-related affiliative activities (such as organizing study groups, learning curriculum procedures), Facebook How can it be used? An informal device that students use to organize their classroom experiences and discover the factors that predict its type of use. Data from two surveys (N = 302, n = 214) are used to analyze that Facebook use, social and psychological factors, self-efficacy and Facebook instructions or student communication are positive among students and negative they are related. Collaboration data were analyzed using statistical techniques, SD, factor analysis, and regression analysis. They found that Facebook's predictions for organizing classroom behavior include self-efficacy and presumed motivation to communicate with other people who use the site. Pempek, Yermolayeva, and Calvert (2009) studied college students' social networking experiences on Facebook. Millions of contemporary young adults use social networking sites. However, very few people know how much, how and how to use these sites. In this study, 92 college students completed a diary every day for a week, a daily account of social time, and a popular social networking site responded to activity checklist to assess their Facebook use. They also completed a follow-up survey at the end of the week. The data were described using descriptive and decreasing statistics. The results indicated that students use Facebook nearly 30 minutes a day as part of their routine. Students spoke on Facebook using an individual style, where they were the creators to spread the content to their friends. Even so, they spent more time looking at content on Facebook than actually posting it. Facebook was used most for social interaction (45%), primarily with friends with whom students already had offline connections, for entertainment purposes (23%) and for sharing information (12%), and for educational purposes (20%). %). In addition to the classic identity markers of emerging adulthood, such as religion, political ideology, and work, young adults also used media preferences to express their identities. The effects of using social networking sites on identity development and peer relationships are discussed. Dawson (2008) traced the relationship between a student's status and the perceived level of community in the classroom social network. Quantitative methods, such as the Row (2002b) methods, have been included in the Classroom Community Scale and Social Network Centrifugal measures, to assess the level of community and their status within the classroom social network. To further clarify this: 10.4172/2165-7912.1000285