Effects of Utilizing Mobile-Assisted Language Learning through YouTube and TikTok Applications on Enhancing English Communication Skills for Higher Education Students as Generation Z Learners
Keywords:
Mobile-Assisted Language Learning, YouTube application, TikTok application, Generation Z learnersAbstract
This study aimed to (1) examine the perspectives and needs of Generation Z university students regarding the use of mobile-assisted language learning
(MALL) through YouTube and TikTok to enhance English communication skills; (2) investigate the effects of MALL via these platforms on students' communication performance; and (3) explore students’ perceptions of MALL integration in their
language learning experiences. The participants were 12 third-year undergraduate students enrolled in the English in Early Childhood Classroom course. Research
instruments included: (1) a needs and perspectives questionnaire; (2) pre- and post-listening tests and formative speaking assessments; and (3) a 5-point Likert scale questionnaire along with open-ended questions to gather both quantitative and
qualitative data on students’ perceptions. Data were analyzed using mean, standard deviation, percentile, Wilcoxon Signed-Rank test, and content analysis. Findings revealed that students perceived YouTube and TikTok as effective tools for improving
pronunciation and listening comprehension, particularly in understanding diverse
accents and developing clearer speech. They reported motivation to participate in speaking activities and acquire practical vocabulary for real-life communication. Post-intervention results demonstrated significant improvement in students’ English communication skills. Listening test scores increased from a pre-test mean of 29.1 (SD = 5.75) to a post-test mean of 41.3 (SD = 5.33), with a statistically significant difference at the .002 level. The average speaking proficiency score reached 80.17%,
surpassing the 70% benchmark with significance at the .05 level. Students expressed positive perceptions of MALL via YouTube and TikTok, noting the platforms’
engaging nature, ease of access to learning materials, and support for intercultural competence. These findings highlight the potential of integrating popular digital platforms into EFL instruction to foster effective and engaging learning environments for Generation Z learners. The study underscores the importance of leveraging technology to enhance language education in contemporary academic settings.
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