The correlation between foreign language undergraduates’ usage of social media short videos as digital assistant tutors and increase in their reading and writing proficiency
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Abstract
Nowadays, acquisition of language skills is no longer limited to the physical classroom learning. Online videos have provided learners exciting platforms to develop and improve their various language skills without constantly depending on their classroom teachers. However, this research focused on analyzing the relationship between the use of these online videos from different social media platforms as digital assistant tutors and increase in the reading and writing proficiency of undergraduates. Although, there are different online videos from different social media platforms, this research specifically focuses on short video platforms such as TikTok, YouTube shorts and Facebook reels. Nevertheless, a quasi-experimental method was adopted by this research. This research method involves the inclusion of randomly allocating the research participants into experimental and control groups. The essence for the adoption of this research is to investigate the potentials of social media short videos in undergraduates’ reading and writing language proficiency. Additionally, the use of some selected short videos was used as an independent variable, whereas the assessment of undergraduates’ reading and writing skills constitute the dependent variable. From the thirty-two (32) research participants who are foreign language undergraduates, 15 of them were used as the experimental group, while the remaining 17 were used as the control group. Meanwhile, the result of the paired T-test carried out in this research provided significant evidence that the experimental group showed a greater level of improvement in their reading and writing proficiency compared to the control group. This is seen from the significance (two-tailed) value; which is below the threshold of 0.05. While the pretest score of the experimental group was 19.02, the score of the control group was 18.59. Conversely, the post-test score of the experimental group was 23.82, and that of the control group was 18.60. These findings suggest that the reading and writing proficiencies of undergraduates tends to increase when they are highly exposed to social media short videos that teach about language learning.
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