Abstract
Social media applications can significantly impact English language learning in the classroom and outside of it thanks to new technologies and the widespread use of mobile devices. This paper compares the effectiveness of teaching English through Instagram and TikTok educational online blogs and online courses to traditional academic education to improve students’ performance and increase their motivation to learn the language. This study’s methodology relied on a quasi-experiment using online questionnaires and statistical data processing. The findings revealed that, of the three main types of videos for English language learning, students preferred authenticity-centred videos the most, with 128 participants (68.45%) preferring authenticity-centred videos, 17 participants (9.09%) preferring research-centred videos, and 42 participants (22.46%) preferring exam-centred videos. Meanwhile, the main disadvantages of using English language textbooks were their limited learning resources and rigid learning content, which did not encourage an interest in learning and knowledge expansion. The vast majority of participants also supported using Instagram and TikTok as video teaching tools in EFL classes because they could boost students’ motivation and interest in learning English in the classroom, add to lesson plans, and broaden their English language proficiency. Most participants were also open to using these social media platforms as an extracurricular English learning strategy. According to the study’s findings, students who took part in it support using mobile technologies in the classroom, which means that it is an effective tool for teaching and learning English. The study is important from a practical standpoint because it advances the understanding of how new image-based social media platforms enable informal language learning online. Furthermore, the findings can be applied to further research into new technologies and methods of teaching English as a foreign language.
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Funding
This research is funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant no. AP14871686).
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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Akylbek Meirbekov, Assylbek Meiirbekov and Saltanat Nyshanova. The first draft of the manuscript was written by Lazura Kazykhankyzy, Zhanat Burayeva and Bibinur Abzhekenova and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
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Appendix
Appendix
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1.
What language skill would you like to improve using Instagram and TikTok apps?
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Describe your attitude towards the applications used. Do you find them appealing, motivating, and simple to use?
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Have you used Instagram and TikTok before this experiment as communication or entertainment tools?
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What type of videos for learning English do you prefer?
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What advantages do you see in using English textbooks in the classroom compared to online blogs for English learning?
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What disadvantages do you see in using English textbooks in the classroom compared to TikTok English learning classes?
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Did students have enough opportunities to practise their language skills and receive feedback from the mobile apps?
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Did it help students to become more independent in their language learning?
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Do you prefer individual/independent work or group work?
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Could you organise your online work the way you wanted with the help of the suggested applications?
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Are the mobile apps accessible and user-friendly for all learners, including non-native English speakers?
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Would you like to use video tools like YouTube, Netflix, or other social media to learn English in the long run?
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Do you think it is possible to use these applications to improve results in other disciplines?
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Does the use of mobile apps to learn English as a foreign language raise any ethical or confidentiality concerns, such as data protection, surveillance, or digital inequality?
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Does using mobile apps to learn English as a foreign language differ in effectiveness from traditional classroom methods?
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Meirbekov, A., Nyshanova, S., Meiirbekov, A. et al. Digitisation of English language education: Instagram and TikTok online educational blogs and courses vs. traditional academic education. How to increase student motivation?. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-12396-y
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DOI: https://doi.org/10.1007/s10639-023-12396-y