Abstract: The rise of social media and the need for engaging modern means in learning have forced educators to make decisions regarding the use of platforms such as Twitter or Facebook in face-to-face and online class activities. This combination soon became profitable not only for its versatility, for imitating personal social interaction, but also for its ludic and engaging nature. The advancement in ubiquitous computing made the interaction teacher-student possible over a variety of devices, thus, diminishing the gap between real-life and classroom environment. Twitter and Facebook have acquired top positions in the last years, but their supremacy seems to be threatened by the popularity of other services. Microblogging platforms display a combination of features that transform them into virtual scrapbooks for ESL learners. From the ability to bookmark, to put multiple resources together based on different criteria, to the possibility to develop projects within a board, organize events, share pictures and data, social media come with a multitude of choices, which foster communication and exchange of information. The increased popularity of microblogging platforms and online social networking services have compelled educational practitioners to resort to them in classroom activities. As a continuation of learners' engagement in social media, the activities proposed by the instructor proved to be more successful than the traditional approach to language learning. As learning a foreign language means communication and interaction, social networks came to bridge the gap between education and technology. Used as a supplement to practice in either online or blended courses, social media could thus be used to develop communicative skills in a pleasant and engaging manner.

Web 2.0; eLearning; microblogging; ESL.