The purpose of the present study was the effect of social media such as Instagram, YouTube, TED talk, Facebook and etc., on Iraqi EFL students' English reading and writing skills. The major of students were English language learners. The participants of this study were a non- random sample of 86 males and females EFL learners with an age range of 18-30 who studies English at university in Baghdad, Iraq. The participants were at BA level which enrolled in Session (2021-2022) of Baghdad University. Three instruments were used: First, Researcher-made reading test for pre and posttest, Second, Researcher-made writing test for pre and posttest. Third, Questionnaire: To perceive learners’ attitude toward using social media, the researcher selected 300 students distributed randomly to respond to the questionnaire. Thus, Likert scale questions were part of the questionnaire. It consists of 35 items and the participants responded to the items by indicating their degree of agreement with each of the 35 statements using a five-point likert-type scale ranging from 1 (strongly agree) to 5 (strongly disagree). To test the hypotheses, using the parametric t-test with paired samples (Paired-Sample T Test). T-test with paired samples was used twice in two different situations. The results showed that there was a significant difference in the reading score between the control and experimental groups after the test. Also, the data showed that with the significance level value of the test was equal to 0.000; there was a significant difference between the average writing scores in the pre-test and post-test in the experimental group. The outcome discovered there was a significant difference in the writing and reading score between women and men in the experimental group, so that the writing and reading score of women was higher than that of men.
