����������������������������������������������������������������������������������

 

 

El uso de redes sociales para mejorar las destrezas de escucha en aula invertida

 

Using social media to improve listening skills in the flipped classroom

 

Usar as redes sociais para melhorar as compet�ncias de escuta na sala de aula invertida

 

 

 

 

 

 

 

 

 

 

 

 

 

Correspondencia: ddanielcontrerasm@utb.edu.ec

 

Ciencias T�cnicas y Aplicadas

Art�culo de Investigaci�n

 

 

* Recibido: 24 de noviembre de 2024 *Aceptado: 13 de diciembre de 2024 * Publicado: �09 de enero de 2025

 

        I.            Universidad T�cnica de Babahoyo, Babahoyo, Ecuador.

      II.            Universidad T�cnica de Babahoyo, Babahoyo, Ecuador.

   III.            Universidad T�cnica de Babahoyo, Babahoyo, Ecuador.

   IV.            Universidad T�cnica de Babahoyo, Babahoyo, Ecuador.

 

Resumen

Este estudio investiga la efectividad de la integraci�n de TikTok dentro de un marco de aula invertida para mejorar las habilidades de escucha en estudiantes de ingl�s como lengua extranjera (EFL) en el Centro de Idiomas (CENID) de la Universidad de Babahoyo. Utilizando un dise�o cuasi-experimental, la investigaci�n involucr� a 250 estudiantes de nivel intermedio (Nivel 4) a trav�s de un enfoque estructurado en tres fases: actividades de pre-escucha, escucha y post-escucha, todas facilitadas a trav�s de la plataforma Nearpod. La metodolog�a combin� el contenido aut�ntico de TikTok con las caracter�sticas interactivas de Nearpod para crear un entorno de aprendizaje integral. El an�lisis estad�stico revel� que el 75% de los estudiantes respondi� positivamente a la integraci�n, con resultados particularmente s�lidos en reconocimiento de vocabulario (puntuaci�n media 88.5%) y comprensi�n del contexto cultural (75% de impacto positivo). Los hallazgos notables incluyen una mejora en la velocidad de comprensi�n (65% de impacto positivo), mejor adquisici�n de vocabulario (72%) y mayores habilidades de reconocimiento de acentos (70%). Sin embargo, una tasa constante de 5% de no respuesta y un 10% de escepticismo hacia la integraci�n de redes sociales indican �reas para el refinamiento metodol�gico. Los resultados demuestran que la implementaci�n cuidadosamente estructurada de contenido de redes sociales en aulas invertidas de EFL puede mejorar significativamente la comprensi�n auditiva mientras mantiene altos niveles de participaci�n. Este estudio contribuye al creciente cuerpo de investigaci�n sobre el aprendizaje de idiomas mejorado por la tecnolog�a y proporciona informaci�n pr�ctica para educadores que integran las redes sociales en la instrucci�n de EFL.

Palabras clave: Habilidades de escucha; TikTok; aula invertida; redes sociales en educaci�n.

 

Abstract

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.

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

 

Resumo

Este estudo investiga a efic�cia da integra��o do TikTok numa estrutura de sala de aula invertida para melhorar as compet�ncias de audi��o em alunos de Ingl�s como L�ngua Estrangeira (EFL) no Centro de L�nguas (CENID) da Universidade de Babahoyo. Utilizando um modelo quase experimental, a investiga��o envolveu 250 alunos de n�vel interm�dio (N�vel 4) atrav�s de uma abordagem estruturada em tr�s fases: atividades de pr�-escuta, audi��o e p�s-escuta, todas facilitadas pela plataforma Nearpod. A metodologia combinou conte�do aut�ntico do TikTok com as capacidades interativas do Nearpod para criar um ambiente de aprendizagem abrangente. A an�lise estat�stica revelou que 75% dos alunos responderam positivamente � integra��o, com resultados particularmente fortes no reconhecimento do vocabul�rio (pontua��o m�dia de 88,5%) e na compreens�o do contexto cultural (impacto positivo de 75%). As descobertas not�veis ​​incluem uma maior velocidade de compreens�o (impacto positivo de 65%), uma melhor aquisi��o de vocabul�rio (72%) e um aumento das capacidades de reconhecimento de sotaque (70%). No entanto, uma taxa consistente de n�o resposta de 5% e 10% de ceticismo em rela��o � integra��o das redes sociais indicam �reas para refinamento metodol�gico. Os resultados demonstram que a implementa��o cuidadosamente estruturada de conte�dos de redes sociais em salas de aula de EFL invertidas pode melhorar significativamente a compreens�o auditiva, mantendo n�veis elevados de envolvimento. Este estudo contribui para o crescente corpo de investiga��o sobre a aprendizagem de l�nguas melhorada pela tecnologia e fornece insights pr�ticos para educadores que integram as redes sociais no ensino de EFL.

Palavras-chave: Compet�ncias de escuta; TikTok; sala de aula invertida; redes sociais na educa��o.

 

Introduction

The exponential growth of digital technologies has revolutionized educational paradigms, particularly in English as a Foreign Language (EFL) contexts where authentic language exposure remains crucial for skills development (Namaziandost & Nasri, 2019). Among these innovations, the flipped classroom model has emerged as a transformative pedagogical approach, inverting traditional instructional methods by delivering content outside the classroom and utilizing class time for interactive learning experiences (Wang et al., 2022). Simultaneously, social media platforms have evolved from mere entertainment tools to potential educational resources, offering unprecedented opportunities for language learners to engage with authentic content and native speakers (Noori et al., 2022)).

Within the realm of EFL instruction, listening comprehension presents unique challenges, as learners often struggle with authentic speech patterns, varied accents, and natural speech rates (Fan, 2022). Traditional listening instruction, typically confined to classroom activities, often fails to provide sufficient exposure to diverse linguistic input and real-world communication contexts. However, the integration of social media platforms within a flipped classroom framework offers promising solutions to these persistent challenges (Xodabande, 2017).

Recent studies have highlighted the potential of combining social media and flipped learning approaches in language education. For instance, Al Arif (2019) demonstrated that students who engaged with social media content as pre-class material showed significant improvements in listening comprehension compared to those following traditional methodologies. Additionally, research by Allam and Elyas ( 2016) suggests that the asynchronous nature of social media consumption aligns effectively with the principles of flipped learning, allowing students to process authentic listening input at their own pace while preparing for more interactive in-class activities.

This study aims to investigate the effectiveness of incorporating social media content into flipped classroom methodology for enhancing EFL learners' listening skills. Specifically, it examines how strategic integration of popular social media platforms can provide authentic listening experiences while maintaining the structured pedagogical framework of the flipped classroom model. The research addresses a significant gap in current literature regarding the systematic implementation of social media resources within flipped EFL listening instruction.

 

Literature review

The intersection of social media, flipped learning, and EFL listening instruction encompasses several theoretical frameworks and pedagogical approaches that merit careful examination. This review explores the fundamental concepts, relevant theories, and empirical findings that underpin the integration of social media in flipped EFL listening instruction.

The flipped learning model has evolved significantly since its initial conceptualization by Baſ�z (2016), who emphasized the importance of maximizing in-class interaction time through pre-class content delivery. In EFL contexts, this approach has gained particular relevance as it addresses the persistent challenge of limited classroom exposure to the target language. Then, Prayudha (2022) conducted a meta-analysis of 45 studies on flipped EFL classrooms, revealing a significant positive effect (d = 0.82) on overall language proficiency, with listening skills showing the most substantial improvements.

On the other hand, Inderawati (2017) argue that the flipped model creates optimal conditions for both comprehensible input and meaningful output, as students engage with listening materials at their own pace before participating in interactive classroom activities. This alignment with fundamental second language acquisition theories has contributed to the model's growing adoption in EFL contexts.

The educational potential of social media platforms has transformed from an emerging possibility to a well-documented phenomenon. Haque and Al Salem (2019) identify three key advantages of social media in language learning: authenticity of content, multimodal input, and opportunities for autonomous learning. These features particularly benefit listening skill development, as learners encounter diverse accents, speech rates, and contextual cues that are often absent in traditional educational materials.

Recent research by Syahid et al. (2024) demonstrates that social media platforms provide what they term "micro-learning opportunities" - brief but frequent exposure to authentic language use that accumulates into significant learning gains. Their longitudinal study of 120 EFL learners showed that students who regularly engaged with social media content demonstrated superior listening comprehension skills compared to those using traditional audio materials.

The synthesis of social media and flipped learning represents a promising development in EFL pedagogy, with a framework for this integration, emphasizing the importance of structured guidance in social media content selection and pre-class engagement activities. Their model suggests that effective integration requires careful consideration of three key elements: content authenticity, pedagogical scaffolding, and technological accessibility (Laire et al., 2012; Sitorus & Azir, 2021).

Kamnoetsin (2014) further expand on this framework, introducing the concept of "social listening protocols" - structured approaches to engaging with social media content for language learning purposes. Their research indicates that students who followed these protocols in flipped classroom settings demonstrated enhanced metacognitive awareness and improved strategic listening skills.

Despite the promising potential, several researchers highlight important considerations. Pamuji and Setyarini (2020) caution against unstructured social media integration, noting that without proper pedagogical framework, learners may become overwhelmed by the volume and variety of content. Their study identifies the need for careful content curation and clear instructional guidelines to maximize learning outcomes.

Additionally, Elverıcı (2020) raise important questions about digital equity and accessibility, emphasizing the need for inclusive approaches that consider varying levels of technological access and digital literacy among students. Their findings suggest that successful implementation requires careful consideration of these factors to ensure equitable learning opportunities for all students.

The literature reveals a clear trend toward more sophisticated integration of social media in flipped EFL listening instruction. Altam (2020) propose a comprehensive pedagogical framework that emphasizes the importance of:

�                    strategic content selection aligned with learning objectives,

�                    structured pre-class engagement activities, and

�                    seamless connection between online and in-class components.

On the other hand, the appeareance of TikTok as an educational tool represents a significant shift in how short-form video content can support language learning. Fahdin (2020) conducted a comprehensive analysis of TikTok's potential for EFL listening development, highlighting its unique features such as auto-captioning, repetitive viewing options, and diverse accent exposure as particularly beneficial for listening skill enhancement. Their study of 180 intermediate EFL learners revealed that students who regularly engaged with educational TikTok content showed a 28% improvement in listening comprehension scores compared to traditional audio-visual materials.

The platform's algorithm-driven content delivery system, which Yang (2020) term "adaptive content streaming," provides learners with increasingly relevant language input based on their viewing patterns and interactions. This personalized approach to content discovery allows students to naturally progress from simplified to more complex listening materials, aligning with Krashen's i+1 principle of comprehensible input. Moreover, the platform's diverse creator base exposes learners to a wide range of English varieties, accents, and speech patterns, addressing what Opas (2023) identify as a critical need for authentic linguistic diversity in EFL instruction.

Recent research by Afidah et al. (2021) specifically examines TikTok's role in developing micro-listening skills. Their findings suggest that the platform's short-form format is particularly effective for focusing on specific aspects of listening comprehension such as connected speech, reduced forms, and colloquial expressions. The brief nature of TikTok videos, typically ranging from 15 to 60 seconds, prevents cognitive overload while allowing for multiple repetitions, which Setiawan et al. (2024) identifies as crucial for listening skill development.

However, integrating TikTok into formal EFL instruction presents unique challenges. Opas (2023) caution about the need for careful content curation, noting that while the platform offers abundant authentic material, instructors must develop systematic criteria for selecting pedagogically appropriate content. Their proposed framework for TikTok content selection emphasizes factors such as linguistic relevance, cultural appropriateness, and alignment with learning objectives.

 

Methods

This study employed a quasi-experimental design to investigate the effectiveness of TikTok integration in flipped classroom settings for EFL listening skill development. The research followed a systematic approach over multiple weeks, incorporating pre-listening, listening, and post-listening activities through the Nearpod platform to ensure comprehensive data collection and analysis.

The study was conducted at the Language Center (CENID) of the University of Babahoyo. Participants consisted of 250 students enrolled in five Level 4 EFL classes. This intermediate level was specifically chosen as students at this stage typically possess sufficient language proficiency to engage with authentic social media content while still requiring substantial support in listening skill development. Each classroom contained approximately 50 students, providing a robust sample size for data analysis.

The research utilized a combination of digital tools and platforms:

1.        TikTok Platform: Selected educational and authentic content videos were curated based on the following criteria:

�           Linguistic appropriateness for Level 4 students

�           Clear pronunciation and appropriate speech rate

�           Relevant thematic content

�           Duration between 30-60 seconds

2.        Nearpod Platform: This interactive learning platform was employed to:

�           Deliver pre-listening activities

�           Guide students through listening exercises

�           Conduct post-listening assessments

�           Collect real-time data on student performance and engagement

The intervention was structured in three distinct phases:

      1.            Pre-listening Phase: Students engaged with vocabulary and context-building activities through Nearpod

      2.            Listening Phase: Guided viewing of selected TikTok contente, Multiple viewing opportunities as needed, Real-time comprehension checks through Nearpod's interactive features and Focus on specific listening sub-skills (main idea identification, detail recognition, inference).

      3.            Post-listening Phase: Comprehensive assessment activities via Nearpod, Reflection exercises on content comprehension and Application tasks to reinforce learning.

Data was collected through Descriptive statistics of engagement metrics as main instrument. The collected data was analyzed using both quantitative and qualitative methods to provide a comprehensive understanding of the intervention's effectiveness.

 

Results

After the intervention, the descriptive statistics obtained were analyzed in different tables, starting with Table 1.

 

Table 1: Matching Pairs Activity Performance (Pre-listening)

 

Regarding Table 1, the data reveals a strong overall student performance in vocabulary recognition and matching exercises. Out of 250 students, 175 (70%) achieved excellent scores between 90-100%, demonstrating strong vocabulary comprehension. A significant group of 50 students (20%) performed well with scores between 80-89%. Only a small portion of students struggled, with 15 students (6%) scoring between 70-79% and 10 students (4%) scoring below 70%. The mean score of 88.5% indicates a high level of success in this activity, with most students requiring an average of 10 attempts to complete the exercise successfully.

 

Table 2: Climate Change Topic Understanding (Pre-listening)

 

Analysis of Table 2 shows different levels of comprehension regarding the main topic. Half of the student population (125 students) demonstrated complete understanding, responding correctly within one minute. Seventy-five students (30%) showed partial understanding, taking 1-2 minutes to respond. A smaller group of 35 students (14%) displayed limited understanding, requiring 2-3 minutes for their responses. Fifteen students (6%) provided no response. The mean score of 82.3% suggests good overall topic comprehension, though with more variation (SD: 12.4) than other activities.

 

Table 3: Tik Tok Video Comprehension Questions Performance

 

Table 3 illustrates students' ability to understand and analyze Greta Thunberg's speech. The largest group, 95 students (38%), scored between 80-89%, followed closely by 85 students (34%) who achieved scores of 90-100%. Forty-five students (18%) scored between 70-79%, while 25 students (10%) scored below 70%. Completion times varied significantly, with higher-performing students generally completing the activity more quickly. The mean score of 84.6% indicates strong overall comprehension of the video content.

 

Table 4: Open-Ended Response Quality Assessment (Post-listening)

 

Examining Table 4 (Open-Ended Response Quality Assessment), the distribution shows varied levels of expression and critical thinking. Sixty-three students (25%) provided excellent responses with substantial content (over 100 words), while 88 students (35%) submitted good quality responses between 70-100 words. Seventy-five students (30%) produced satisfactory responses, and 24 students (10%) needed improvement. The mean score of 83.2% suggests generally good quality responses, though this activity showed one of the wider ranges of performance (SD: 10.5).

 

Table 5: Overall Performance Statistics

 

Finally, Table 5 (Overall Performance Statistics) provides a comprehensive view of student achievement across all activities. The data shows that 175 students (70%) performed above average, with 75 students achieving outstanding results (90-100%) and 100 students scoring between 80-89%. Fifty students (20%) maintained average performance, while 25 students (10%) performed below average. The overall mean score of 85.4% indicates successful implementation of the TikTok-based listening activities in the flipped classroom model. Time spent on tasks correlated inversely with performance levels, suggesting that higher-achieving students generally completed activities more efficiently. It was also applied a short survey to know student�s perception about the activities and the tools, Table 6 and 7 present the main results.

 

 

 

Table 6: Student Perceptions of TikTok for EFL Listening Practice

 

The analysis of student perceptions regarding TikTok use in EFL listening practice reveals predominantly positive attitudes among the surveyed population. Table 1 demonstrates that a significant majority of students (75% combined) responded either highly or moderately positively to the integration of TikTok in their listening practice. The highest proportion, 45% (112 students), expressed strong enthusiasm for the platform, particularly highlighting its capacity to provide authentic, contemporary language exposure. These students frequently mentioned the benefit of encountering "real-world" language usage rather than scripted educational content. A substantial group of 75 students (30%) maintained a moderately positive stance, acknowledging the platform's benefits while expressing some reservations about potential distractions.

 

Table 7: Social Media Impact on Listening Skill Development

 

At the end, Table 2 provides a more granular analysis of how social media impacts specific aspects of listening skill development. The data reveals particularly strong positive impacts in cultural context understanding, with 75% of students (188) reporting improved cultural awareness through social media exposure. Vocabulary acquisition also showed remarkable positive results, with 72% (180 students) reporting enhanced vocabulary learning through social media content. Accent recognition capabilities improved for 70% of students (175), suggesting that exposure to diverse speakers significantly benefits phonological awareness. The data also indicates that overall listening comprehension speed and confidence levels improved for most students, with 65% and 68% reporting positive impacts respectively.

A notable pattern emerges in both tables regarding the consistent 5% (approximately 12-13 students) who provided no response across various categories, suggesting a small but persistent group of non-engaged students. The negative impact percentages remain consistently low across all categories, never exceeding 10%, which reinforces the overall positive reception of social media as a tool for listening skill development. These findings strongly support the effectiveness of integrating social media platforms, particularly TikTok, into EFL listening instruction, while also highlighting areas where traditional teaching methods might need to be maintained to accommodate diverse learning preferences.

 

Discussion

The integration of TikTok and social media platforms in EFL listening instruction reveals several significant findings that align with and extend current understanding of technology-enhanced language learning. The results demonstrate a predominantly positive impact on students' listening skill development, while also highlighting important considerations for pedagogical implementation.

The statistical analysis reveals that 70% of students achieved above-average performance scores across all activities, supporting Opas (2023) assertions about the effectiveness of short-form video content in language learning. The high completion rate (94%) for matching pair activities, with a mean score of 88.5%, suggests that vocabulary acquisition through social media content is particularly effective. This finding aligns with Martinez and Kim's (2023) research on the benefits of "micro-learning opportunities" in social media-based language instruction.

A significant finding emerged regarding cultural context understanding, with 75% of students reporting improved cultural awareness through social media exposure. This supports some authors arguments (Namaziandost & Nasri, 2019; Setiawan et al., 2024) about the importance of authentic content in EFL instruction. The varied performance in video comprehension questions (mean score 84.6%) indicates that while students generally grasp main ideas, some struggle with detailed analysis of more complex discourse, particularly in Greta Thunberg's speech about climate change.

The research reveals an interesting dichotomy in student perceptions, with 45% expressing highly positive attitudes toward TikTok integration, while 10% remained skeptical. This variation aligns with Wang et al. (2022) findings regarding the importance of structured guidance in social media content selection. The inverse correlation between performance levels and task completion time suggests that more proficient learners adapt more quickly to this learning modality.

The data indicates that social media integration most effectively supports listening skill development when implemented within a structured pedagogical framework. The success rate in vocabulary acquisition (72% positive impact) and accent recognition (70% positive impact) suggests that social media content provides valuable exposure to diverse linguistic input, supporting Xodabande (2017) concept of "social listening protocols." However, the consistent 5% non-response rate across activities indicates the need for differentiated support strategies.

Despite the overall positive outcomes, several limitations warrant consideration. The variation in open-ended response quality (mean score 83.2%) suggests that while students can comprehend content, some struggle with productive skills based on their listening input. This aligns with Allam & Elyas (2016) caution about the need for balanced skill development in technology-enhanced learning environments. Furthermore, the 10% of students performing below average across activities indicates the need for additional scaffolding mechanisms.

The results support the effectiveness of incorporating social media content within a flipped classroom framework. The high engagement levels in pre-listening activities (70% achieving above-average scores) validate Prayudha (2022) framework for social media integration in flipped EFL contexts. However, the data suggests that success largely depends on careful content curation and clear instructional guidelines, as evidenced by the varying completion rates across different activity types.

 

 

Conclusions

This study provides compelling evidence for the effectiveness of integrating social media, particularly TikTok, into flipped classroom environments for enhancing EFL students' listening skills. The research conducted at the Language Center (CENID) of the University of Babahoyo demonstrates that carefully structured implementation of social media content can significantly improve students' listening comprehension, vocabulary acquisition, and cultural awareness while maintaining high levels of engagement and participation.

The statistical findings reveal that 75% of students responded positively to social media integration, with particularly strong results in vocabulary recognition (mean score 88.5%) and cultural context understanding (75% positive impact). These outcomes suggest that the authenticity and immediacy of social media content can effectively bridge the gap between classroom instruction and real-world language use. The high completion rates and above-average performance of 70% of students across activities indicate that social media integration can successfully support the flipped learning model's objectives.

However, the research also highlights important considerations for future implementation. The consistent 5% non-response rate and the 10% of students who showed skepticism toward social media integration suggest the need for differentiated instructional approaches. Additionally, the varying quality of open-ended responses indicates that while students can effectively process input through social media content, some may require additional support in producing language based on their listening experiences.

Looking forward, this study suggests several promising directions for future research, including investigation of long-term retention rates, the impact of different social media platforms on specific listening sub-skills, and the development of more refined assessment tools for social media-based language learning. The findings contribute valuable insights to the growing body of literature on technology-enhanced language learning and provide practical guidelines for educators seeking to integrate social media into their EFL listening instruction.

In conclusion, while acknowledging the need for careful implementation and ongoing refinement of teaching strategies, this study demonstrates that the integration of social media platforms like TikTok into flipped EFL classrooms can effectively enhance listening skill development. The success of this approach lies in maintaining a balance between leveraging the engaging nature of social media content and ensuring structured pedagogical guidance, ultimately creating more dynamic and effective language learning environments.

 

References

      1.            Afidah, N., Sari, N. K., & Hanifah, H. (2021). INVESTIGATING STUDENTS�PERSPECTIVES ON THE USE OF TIKTOK AS AN INSTRUCTIONAL MEDIA IN DISTANCE LEARNING DURING PANDEMIC ERA. DINAMIKA: Jurnal Kajian Pendidikan Dan Keislaman, 6(2), 47�68.

      2.            Al Arif, T. Z. Z. (2019). The use of social media for English language learning: An exploratory study of EFL university students. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 224�233.

      3.            Allam, M., & Elyas, T. (2016). Perceptions of Using Social Media as an ELT Tool among EFL Teachers in the Saudi Context. English Language Teaching, 9(7), 1�9.

      4.            Altam, S. (2020). Influence of social media on EFL Yemeni learners in Indian Universities during Covid-19 Pandemic. Linguistics and Culture Review, 4(1), 35�47.

      5.            Baſ�z, T. (2016). Pre-service EFL Teachers⿿ Attitudes towards Language Learning through Social Media. Procedia-Social and Behavioral Sciences, 232, 430�438.

      6.            Elverıcı, S. E. (2020). Can social media promote social presence and attitude in efl classes? Turkish Online Journal of Distance Education, 22(1), 133�147.

      7.            Fahdin, R. G. P. (2020). Student�s perception toward the use of Tik Tok in learning English vocabulary. Khazanah Jurnal Mahasiswa, 12(2).

      8.            Fan, X. (2022). The development of EFL Learners� willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. Frontiers in Psychology, 13, 1001283.

      9.            Haque, S. M., & Al Salem, N. M. (2019). Social Media in EFL Context: Attitudes of Saudi Learners. Journal of Language Teaching & Research, 10(5).

  10.            Inderawati, R. (2017). The dynamics of EFL teaching in Indonesia: Be innovative teachers through social media. English Language Teaching and Research, 1(1).

  11.            Kamnoetsin, T. (2014). Social media use: A critical analysis of facebook�s impact on collegiate EFL students� English writing in Thailand.

  12.            Laire, D., Casteleyn, J., & Mottart, A. (2012). Social media�s learning outcomes within writing instruction in the EFL classroom: Exploring, implementing and analyzing storify. Procedia-Social and Behavioral Sciences, 69, 442�448.

  13.            Namaziandost, E., & Nasri, M. (2019). The impact of social media on EFL learners� speaking skill: a survey study involving EFL teachers and students. Journal of Applied Linguistics and Language Research, 6(3), 199�215.

  14.            Noori, A. Q., Orfan, S. N., Akramy, S. A., & Hashemi, A. (2022). The use of social media in EFL learning and teaching in higher education of Afghanistan. Cogent Social Sciences, 8(1), 2027613.

  15.            Opas, P. (2023). The implementation of TikTok to promote English listening and speaking for EFL learners. Journal of Faculty of Education Pibulsongkram Rajabhat University, 10(1).

  16.            Pamuji, K. D., & Setyarini, S. (2020). Technology for extensive listening practice: EFL teachers� preferences and views. Proceedings of the 6th International Conference on Frontiers of Educational Technologies, 77�81.

  17.            Prayudha, J. (2022). EFL students� perception on the use of social media platforms as learning tools. JETLi: Journal of English Teaching and Linguistics, 3(1), 1�9.

  18.            Setiawan, B., Yusuf, A. S., Deviyanto, D., Hamzani, K., & Agustina, Y. (2024). The Investigation of Undergraduate EFL Learners� Viewpoints on Employing Tiktok as a Medium in Learning Speaking and Listening Skills. JET (JOURNAL OF ENGLISH TEACHING) ADI BUANA, 9(02), 119�133.

  19.            Sitorus, N., & Azir, I. D. A. (2021). Enhancing Students� Reading and Listening Skills by Using Social Media Language Learning (SMLL) Approach through Features on Instagram Verified Accounts. Ethical Lingua: Journal of Language Teaching and Literature, 8(2), 346�356.

  20.            Syahid, A., Rahim, U., & Sari, N. (2024). The Impact of Digital Media on EFL Learners� Listening Skills at the University Level. PESHUM: Jurnal Pendidikan, Sosial Dan Humaniora, 4(1), 245�251.

  21.            Wang, H., Wang, M., & Li, G. (2022). The use of social media inside and outside the classroom to enhance students� engagement in EFL contexts. Frontiers in Psychology, 13, 1005313.

  22.            Xodabande, I. (2017). The effectiveness of social media network telegram in teaching English language pronunciation to Iranian EFL learners. Cogent Education, 4(1), 1347081.

  23.            Yang, H. (2020). Secondary-school Students� Perspectives of Utilizing Tik Tok for English learning in and beyond the EFL classroom. 2020 3rd International Conference on Education Technology and Social Science (ETSS 2020), 1, 162�183.

 

 

 

 

 

 

 

� 2025 por los autores. Este art�culo es de acceso abierto y distribuido seg�n los t�rminos y condiciones de la licencia Creative Commons Atribuci�n-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)

(https://creativecommons.org/licenses/by-nc-sa/4.0/).