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Although this method demands greater responsibility, it has unique advantages. It involves
integrating the language being studied with real-life contexts and immersion in a linguistically diverse
setting. Such environments may need to be created or simulated, especially when real travel is not
possible. Due to financial or personal constraints, this method might not be available to everyone.
However, its effectiveness is higher than other methods, and immersion-based learning is both
enjoyable and engaging.
Method 4: Communicative Approach
This method is effective because it emphasizes real-life conversations and helps learners use the
language in meaningful interactions. It encourages active language use and makes the learning process
more enjoyable (Harmer, 1983). However, it may not focus as much on complex grammar as other
methods. Ellis (2003) emphasized the importance of incorporating grammar into communicative
language teaching. Moreover, Li (1998) noted that implementing this method in countries like South
Korea faces cultural and systemic challenges.
Method 5: Grammar-Translation Method
This traditional method, which was dominant in the past, emphasizes grammar rules and
translation. It is effective for building translation skills and understanding language structure. Despite
being largely replaced by modern approaches, some educators still find it useful today, particularly
for advanced grammar learning and academic translation.
Conclusion.
Studying each of these methods is valuable, as they complement one another.
Combining different methods has proven effective in language learning. For instance, merging the
Audio-Lingual Method with online technologies makes learning more engaging. This article is
based on thorough analysis of books, journals, and websites. The conclusion is clear: the more
methods one knows, the easier the learning process becomes. Additionally, learning a second
language opens many doors. Each learner should choose methods that match their individual needs,
considering both the advantages and disadvantages.
References:
1. Harmer, J. (1983). The Practice of English Language Teaching.
2. OECD. (2019). Getting Skills Right: Future-Ready Adult Learning Systems.
3. Li, D. (1998). "It’s Always More Difficult than You Plan and Imagine": Teachers’ Perceived
Difficulties in Introducing the Communicative Approach in South Korea. TESOL Quarterly,
32(4), 677–703.
4. A Review of Direct Method and Audio-Lingual Method in English Oral Communication.
International Journal of Scientific & Technology Research, Volume 9, August 2020.
5. Kukulska-Hulme, A. (2020). Mobile-Assisted Language Learning [MALL]: Design,
Implementation, and Evaluation. Language Teaching, 53(2), 1–17.
6. Trust, T., & Whalen, J. (2020). K–12 Teachers’ Experiences with Remote Learning during the
COVID-19 Pandemic. ERIC (ED606089).
THE USAGE OF INSTAGRAM AND TIKTOK FOR LEARNING ENGLISH
Naimova Nazira Kairatdinovna
Assistant teacher of University of Innovation Technologies
Nietullaeva Shaxsanem
2nd year student of University of Innovation Technologies
Abstract.
Social media is reshaping how people learn, especially languages. Instagram and
TikTok, in particular, have become part of students’ daily routines. Therefore, this article explores
innovative ways students in Uzbekistan use these platforms to learn English. It discusses platform-
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specific techniques, peer learning, cultural exposure, and teacher involvement while considering time
management and creativity as key factors.
Keywords:
Instagram, TikTok, language learning, English learning, social media, peer learning,
cultural exposure, motivation, creativity in learning, time management, educational tools, informal
education, student perceptions, language acquisition, digital learning platforms.
Introduction. In recent years, social media has become an integral part of modern communication
and education. As Manca and Ranieri note, its role in promoting collaborative and interactive learning
has grown significantly. Furthermore, Krashen’s theory of language acquisition supports the idea that
informal and low-pressure environments, such as those offered by Instagram and TikTok, contribute
to language development. With these insights, this article examines how students in Uzbekistan
perceive and use these platforms for English language learning [4, 148-153].
To begin with, Instagram and TikTok each offer unique learning opportunities. On Instagram,
students can use story quizzes to test their grammar and vocabulary in a fun way. In addition, TikTok's
short-form videos provide quick language tips, pronunciation guides, and daily English challenges.
Because the content is visual and easy to consume, it suits different learning preferences.
Moreover, these platforms support peer learning. For example, students often form group chats
or follow each other’s accounts to share useful English phrases, correct grammar, and offer feedback.
This creates a sense of community. Consequently, learners feel more encouraged to practice without
fear of judgment.
Besides grammar and vocabulary, cultural understanding is another benefit. Watching videos
from English-speaking creators allows students to learn slang, humor, and cultural expressions. This
not only enhances language skills but also helps students become global citizens who understand
different perspectives.
In addition, social media motivates students. Posting a short video or meme in English and
receiving likes or positive comments can boost confidence. Therefore, students become more willing
to speak, write, and interact in English.
Another important aspect is the role of teachers. Educators can design creative assignments such
as “Describe your weekend in a 15-second video” or “Share a photo and caption it in English.” With
proper guidance, students use these platforms with clear educational goals [1, 54-69].
However, one challenge is managing screen time. Because entertainment content is mixed with
educational posts, students must learn how to filter what they see. Thus, setting daily limits and
following only educational accounts can help maintain focus.
Furthermore, platforms like TikTok encourage creative language use. Students may sing songs in
English, act out scenes, or create voice-over videos. Through this, they not only practice English but
also develop storytelling and public speaking skills.
Lastly, using Instagram and TikTok helps students apply English in real situations. Writing
captions, replying to comments, and messaging creators in English are practical ways to build
everyday communication skills.
Conclusion
.
In summary, Instagram and TikTok offer diverse and innovative ways for students
in Uzbekistan to learn English. While traditional classroom methods remain important, these
platforms can enhance language learning by making it fun, social, and creative. Therefore, when used
thoughtfully and with support from teachers, social media can be a powerful educational tool.
REFERENCES:
1.
Erarslan, A. (2019). Instagram as an education platform for EFL learners.
Turkish Online
Journal of Educational Technology-TOJET
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18
(3), 54-69.
2.
Meirbekov, A., Nyshanova, S., Meiirbekov, A., Kazykhankyzy, L., Burayeva, Z., &
Abzhekenova, B. (2024). Digitisation of English language education: Instagram and TikTok
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online educational blogs and courses vs. traditional academic education. How to increase student
motivation?.
Education and Information technologies
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(11), 13635-13662.
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Lee, Y. J. (2023). Language learning affordances of Instagram and TikTok.
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Language Learning and Teaching
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(2), 408-423.
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Li, V. (2017). Social media in English language teaching and learning.
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of Learning and Teaching
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(2), 148-153.
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Lukina, D. A., Lopteva, A. D., & Gurova, N. A. (2020). Learning foreign languages on the
Instagram and Tik-Tok platforms: problems and prospects for development. In
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of intercultural communication. TRANSLATION AND INTERPRETING ISSUES
(pp. 575-581).
USING INSTAGRAM AND TIKTOK AS TOOLS FOR LEARNING ENGLISH:
PERCEPTION OF STUDENTS IN UZBEKISTAN
Naimova Nazira Kairatdinovna
Assistant teacher of University of Innovation Technologies
Omirbaeva Aruxan Tolibekovna
1st year student of University of Innovation Technologies
Abstract.
Social media platforms such as Instagram and TikTok have become increasingly
integrated into the everyday lives of students. Consequently, their potential for educational use—
particularly for language learning—has gained growing interest among scholars. This article explores
how students in Uzbekistan perceive these platforms as tools for learning English. Drawing on existing
academic research, the study discusses benefits, challenges, and pedagogical implications, while
emphasizing the importance of guided and strategic use of digital media in education.
Keywords:
Instagram, TikTok, English language learning, social media, student perception,
Uzbekistan, informal learning, digital tools, participatory learning.
In the 21st century, digital technologies have significantly influenced educational practices
worldwide. As a result, social media has emerged not only as a means of communication and
entertainment but also as an informal learning space. According to Manca and Ranieri, social media
facilitates interaction, collaboration, and learner autonomy—elements essential for language
acquisition [4, 216-230]. Therefore, platforms like Instagram and TikTok are increasingly being
examined for their role in developing English language skills among students.
In Uzbekistan, English has become a key component of educational reform and international
integration. Consequently, many students seek innovative and engaging ways to improve their
language proficiency. Given the popularity of social media among Uzbek youth, it is crucial to explore
how these platforms are perceived in the context of English language learning.
To begin with, both Instagram and TikTok offer exposure to authentic language use, which is
crucial for developing communicative competence [3]. For instance, students can follow English-
speaking influencers, watch videos with subtitles, or interact with educational accounts that provide
grammar tips, vocabulary challenges, and pronunciation guides. Furthermore, the short-form and
visually engaging nature of TikTok videos supports microlearning—a method that is effective in
maintaining attention and promoting retention. Instagram, with its image and caption format, can be
used to practice descriptive writing and learn idiomatic expressions through memes and reels. Thus,
these platforms can support different learning styles and language skills.
While Instagram and TikTok offer engaging ways to learn English, students also identified
several key challenges that limit their effectiveness as learning tools:
Many respondents acknowledged that although they initially open these apps with the intention
of consuming educational content, they often get distracted by unrelated entertainment posts or videos.
