It is concluded that TikTok represents an innovative educational resource with the potential to complement traditional English teaching and promote more dynamic, participatory, and student-centered learning experiences.
The study concludes that while digital tools offer transformative potential, their effectiveness depends on structured institutional support and teacher professional development, and prominent challenges include the digital divide and unequal access to infrastructure, varying levels of digital literacy among both students and educators, and technical glitches.
Gurpreet Kaur Phander Gurmeet Singh, Nur Aina Fatini Norhaslizam, Zamri Mahamod· International journal of res...· 0 citations
This research introduced the effectiveness and importance of digital tools on English language learning and the challenges experienced in their implementation. The research problem centred on understanding the impact of digital tools on English language learning outcomes and pinpointing obstacles to successful integration. However, it was crucial to assess their efficacy and identify barriers. The results positively impacted English language learning, with increased motivation and engagement reporting. Participants showed improved proficiency and communication skills. Challenges included technical issues, digital literacy gaps, and distractions, underscoring the need for adequate teacher training and support. The findings positively impacted language learning, as evidenced by heightened motivation and engagement among participants. Noticeable improvements were observed in proficiency and communication skills. Technical glitches, disparities in digital literacy, and distractions were identified, emphasizing the necessity for comprehensive teacher training and support. Recommendations include continuous research and student-friendly English language learning applications. Promoting digital literacy among educators and learners is essential in maximizing the benefits of emerging technologies. Addressing these challenges and leveraging digital tools would better prepare language educators for a multilingual and interconnected world.
Houreia Naji Elmansoury· Al-Farooq Journal of Science...· 0 citations
This study developed and preliminarily evaluated the SpeakUp Digital Platform, an interactive English speaking learning platform grounded in digital literacy, Task-Based Language Teaching (TBLT), and Banten local wisdom to improve vocational high school students' speaking competence. A Research and Development (R&D) design using the ADDIE model was implemented at SMK Negeri 10 Tangerang and SMK TI YPML Tangerang, Banten Province, during the 2025/2026 academic year. The platform integrates culturally contextualized speaking tasks, self-recording and playback, vocabulary banks, sentence starters, analytic rubrics, and structured teacher feedback. Needs analysis involving 78 students showed that more than 70% experienced speaking fluency problems, 71% reported vocabulary limitations, 62% faced pronunciation difficulties, and 79% indicated low confidence and speaking anxiety. The product was validated by material and media experts, revised through limited testing with 10 students, implemented in a field trial with 63 students and one teacher, and evaluated through a one-group pretest-posttest design involving 60 students. Expert validation produced a combined feasibility score of 92.00% (very feasible), while practicality assessment yielded an overall score of 88.31% (very practical). Speaking scores increased from a pretest mean of 71.15 (SD = 2.69) to a posttest mean of 91.75 (SD = 1.79), with a significant paired-sample t test result, t(59) = -51.151, p < 0.001, Cohen's d = 6.60, and N-Gain = 0.714. Supplementary PLS-SEM indicated that practice intensity (β = 0.412), learning regulation (β = 0.287), and speaking anxiety management (β = 0.256) were the strongest direct predictors of speaking outcomes (R² = 0.74). Within the constraints of a single-group design, these findings should be interpreted as preliminary evidence of format-level improvement in vocational EFL speaking practice rather than as proof of effectiveness; because no control group was included, the observed gains cannot be attributed causally to the platform, and controlled, longitudinal studies are required to confirm them.
Speaking is one of the most challenging language skills for English as a foreign language (EFL) learners to master, while advances in digital technology have created new opportunities to address this challenge. This study aimed to identify the types of digital technologies used in English speaking instruction, analyze their effectiveness, and describe the challenges associated with their implementation. This study employed a Systematic Literature Review (SLR) method following the PRISMA 2020 protocol. Searches were conducted in the Google Scholar and ERIC databases, covering articles published between 2021 and 2026. Ten articles were selected for analysis using content analysis. The findings showed that the digital technologies applied were categorized into five groups: mobile-assisted language learning, short-video social media platforms, synchronous computer-mediated communication, artificial intelligence (AI), and immersive technologies. Among the ten reviewed articles, seven reported positive effects on speaking fluency, vocabulary use, self-confidence, and motivation; however, improvements in pronunciation and speaking anxiety were not consistently observed. The main challenges identified included technical issues, the need for user training, limited personalization of technological feedback, and students’ preference for direct interaction. These findings indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning.
Fajar Nurjaman, Bagaskara Nur Rochmansyah· Journal of social research· 0 citations
The rapid development of digital technology has transformed language learning by providing students with more interactive and engaging learning media. Among various social media platforms, TikTok has gained increasing attention as a potential educational tool due to its short-form video content and widespread popularity among adolescents. This study aimed to examine students' perceptions of the use of TikTok in vocabulary learning. Specifically, it investigated the extent to which TikTok contributes to vocabulary acquisition and retention, influences students' learning motivation, and identifies the challenges encountered when using the platform as a learning medium. A descriptive quantitative research design was employed involving 30 eleventh-grade students at SMA Negeri 7 Purworejo, Indonesia. Data were collected using a Likert-scale questionnaire distributed through Google Forms and analyzed using descriptive statistics, including mean scores and percentages. The findings revealed that students perceived TikTok as an effective medium for vocabulary learning because it enhanced their motivation and learning engagement compared with conventional teaching methods. However, several challenges were identified, including distractions from entertainment content and difficulties in finding relevant educational materials.
Muhammad Hafizh Rozan, Semi Sukarni, Sri Widodo· Journal of Educational Resea...· 0 citations
Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.
Xuelian Wan, Megat Aman Zahiri bin Megat Zakaria· SN Social Sciences· 0 citations