TikTok as a constructivist platform for ethically and algorithmically literate TESL in the industrial era 5.0
TL;DR
TikTok is effective for TESL when controlled by task design, ethics rubrics, and algorithmic literacy training, and the findings confirm TikTok is effective for TESL when controlled by task design, ethics rubrics, and algorithmic literacy training.
Abstract
This research places the integration of TikTok in teaching English as a second language (TESL) as a directed pedagogic design that combines constructivist engagement, digital ethics, and algorithmic literacy in the context of the industrial era 5.0. This study aims to: i) examine the influence of constructivist engagement on speaking fluency; ii) assess the effectiveness of digital ethics rubrics; and iii) test the mediating role of algorithmic literacy. Using a sequential mixed method, the study involved 130 participants (120 students, 10 lecturers) in a 12-week intervention that included ethics orientation and algorithmic literacy, task modeling, micro-speaking video production, rubric-based peer-lecturer feedback, and reflection and revision. Quantitative data were analyzed by regression, paired t-test, analysis of variance (ANOVA), and mediation analysis, while qualitative data were analyzed thematically and integrated through joint displays. Results showed that constructivist involvement had a significant effect on speaking fluency (β=0.68; R²=0.46; p<0.001), the digital ethics rubric significantly increased the ethics score (2.78→4.58; d=1.72), and algorithmic literacy mediated the relationship partially (38% effect). The findings confirm TikTok is effective for TESL when controlled by task design, ethics rubrics, and algorithmic literacy training.