Teaching English on TikTok: Content Analysis Based on Cognitive Theory of Multimedia Learning

Authors

  • Irene Puspita Wijaya Universitas Ma Chung
  • Wawan Eko Yulianto Universitas Ma Chung
  • Daniel Ginting Universitas Ma Chung

DOI:

https://doi.org/10.21776/ub.educafl.2023.006.02.06

Keywords:

TikTok, CTML principles, TikTok features, video content, compatibility

Abstract

TikTok has been used as a learning tool and effectively improved students’ knowledge and skills, particularly in language learning. However, the educational content on TikTok may not be compatible with the Cognitive Theory of Multimedia Learning (CTML) principles that could reduce cognitive loads in multimedia learning. This research investigated the use of CTML principles, as well as the use of its features on the videos from one of the popular English Teaching channels on TikTok, @englishvit in order to contribute to educational knowledge about teaching practices with social media technologies. The researchers analyzed 40 out of 175 videos from @englishvit using content analysis through decontextualization, recontextualization, categorization and compilation. This study found that @englishvit’s TikTok videos are compatible with at least three principles of CTML, and some TikTok features could increase the compatibility or violate the CTML principles. These results recommended that teachers in digital education should improve the quality of the learning experience for students by applying principles of CTML and utilizing technology.

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Published

2023-06-19

Issue

Vol. 6 No. 2 (2023): EDUCAFL

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Articles

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