Digitisation of English language education: Instagram and TikTok online educational blogs and courses vs. traditional academic education. How to increase student motivation?

Meirbekov A. Nyshanova S. Meiirbekov A. Kazykhankyzy L. Burayeva Z. Abzhekenova B.
August 2024 Springer

Education and Information Technologies
2024 #29 Issue 11 13635 - 13662 pp.

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.

Language education , Mobile language learning , Online learning , Social media , Student satisfaction assessment

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Department of Pedagogical Foreign Languages, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Kazakhstan
International University of Tourism and Hospitality, Turkestan, Kazakhstan
Department of Languages, International University of Tourism and Hospitality, Turkestan, Kazakhstan
Department of English Philology and Translation Studies, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Kazakhstan
Department of Foreign Languages Teaching, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Kazakhstan
Department of Pedagogy and Psychology, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Kazakhstan
Department of Practical English, Korkyt Ata Kyzylorda University, Kyzylorda, Kazakhstan

Department of Pedagogical Foreign Languages
International University of Tourism and Hospitality
Department of Languages
Department of English Philology and Translation Studies
Department of Foreign Languages Teaching
Department of Pedagogy and Psychology
Department of Practical English

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