Effects of TikTokisation and YouTubefication of learning contents on students’ learning outcomes in spoken English
DOI:
https://doi.org/10.28918/erudita.v6i1.14478Abstract
Purpose — This study examines the effects of social media platforms, TikTok and YouTube, of learning contents on Nigerian students’ learning outcomes in English speaking.
Design/methodology/approach — Using a pre-test-post-test quasi-experimental design, the study compared three groups: one exposed to TikTok (TikTokisation), one exposed to YouTube (YouTubefication), and a control group taught with conventional methods. Data were collected using an achievement test and an attitude questionnaire and analyzed employing descriptive statistics and independent-samples t-tests.
Findings — The results revealed significant improvements in spoken English achievement for both the TikTok and YouTube groups compared to the control group, with mean scores of 41.23 and 42.56, respectively, surpassing the conventional group’s score of 35.43. However, no significant differences in students’ attitudes toward learning English were found between the experimental and control groups. These findings indicate that while TikTok and YouTube are effective tools for enhancing language proficiency, they do not significantly alter students’ overall attitudes toward learning.
Originality/value — This research advances pedagogical implications for how integrating digital platforms with traditional learning methods is remarkably potential to elevate spoken English proficiency. Future studies will focus on empirical refinement of learning strategies that can foster more positive attitudes toward language learning.
Keywords:
References
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