Using social media to improve listening skills in the flipped classroom

Daniel Fabricio Contreras Moscol, Jeanelly Cecilia Aguilar Parra, Byron Carlos Reasco Garzón, Rosa Marianella Contreras Jordán

Resumen


This study investigates the effectiveness of integrating TikTok within a flipped classroom framework to improve listening skills in English as a Foreign Language (EFL) learners at the Centro de Idiomas (CENID) of the University of Babahoyo. Using a quasi-experimental design, the research engaged 250 intermediate-level (Level 4) learners through a structured three-phase approach: pre-listening, listening, and post-listening activities, all facilitated through the Nearpod platform. The methodology combined authentic TikTok content with Nearpod’s interactive features to create a comprehensive learning environment. Statistical analysis revealed that 75% of students responded positively to the integration, with particularly strong results in vocabulary recognition (mean score 88.5%) and understanding of cultural context (75% positive impact). Notable findings include improved comprehension speed (65% positive impact), better vocabulary acquisition (72%), and increased accent recognition skills (70%). However, a consistent 5% non-response rate and 10% skepticism toward social media integration indicate areas for methodological refinement. The results demonstrate that carefully structured implementation of social media content in flipped EFL classrooms can significantly improve listening comprehension while maintaining high levels of engagement. This study contributes to the growing body of research on technology-enhanced language learning and provides practical insights for educators integrating social media into EFL instruction.


Palabras clave


Listening skills; TikTok; flipped classroom; social media in education.

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Referencias


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DOI: https://doi.org/10.23857/pc.v10i1.8715

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