STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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online educational blogs and courses vs. traditional academic education. How to increase student
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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.
Innovation in
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.
International Journal
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
functional aspects
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.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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384
The algorithm-driven nature of these platforms frequently leads users down a “content rabbit hole,”
making it easy to lose focus and spend excessive time on non-educational material.
Unlike formal courses or textbooks, content on Instagram and TikTok is not organized into a clear
learning sequence. Students mentioned difficulty in tracking progress, revisiting previously learned
topics, or building upon foundational knowledge. The absence of levels, modules, or curriculum-like
structure limits the platforms’ ability to provide systematic language development.
A number of participants expressed concerns about the credibility of the information presented
in user-generated content. Since anyone can post language-related videos or tips without formal
qualifications, there is a risk of learning incorrect grammar rules, pronunciation, or vocabulary.
Without a way to verify sources, students may unknowingly internalize mistakes.
Despite the opportunities, the integration of Instagram and TikTok into language learning
presents several challenges. Firstly, there is a lack of curriculum-aligned content and teacher training
for the effective use of these tools.These challenges highlight the importance of guided use and critical
thinking when incorporating social media into language learning. They also suggest that teacher
support or integration with formal learning may help maximize benefits while minimizing drawbacks.
Conclusion
.
In conclusion, Instagram and TikTok hold great potential as supplementary tools for
English language learning, particularly among tech-savvy students in Uzbekistan. When used
strategically and with appropriate guidance, these platforms can foster motivation, cultural awareness,
and communicative competence. Nonetheless, to fully realize their educational value, further research
and teacher training are necessary. Ultimately, the integration of social media in language education
should be approached not as a replacement for traditional methods, but as a valuable extension of
them—enhancing student engagement and making learning more relevant to the digital generation.
REFERENCES
1.
Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the
boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30.
https://doi.org/10.1080/17439884.2015.1064954
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Hug, T. (2005). Microlearning and narration: Exploring possibilities of utilization of narrations
and storytelling for the designing of “micro units” and didactical micro-learning arrangements.
Proceedings of Media in Transition Conference.
3.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
4.
Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social
media for teaching in higher education. Computers & Education, 95, 216–230.
https://doi.org/10.1016/j.compedu.2015.12.012
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Zourou, K. (2012). On the attractiveness of social media for language learning: A look at the
state of the art. ALSIC, 15(1). https://doi.org/10.4000/alsic.2431
TRICKS OF PEDAGOGY
Narikbay Moldir,
Student of Khoja Akhmet Yassawi International Kazakh-Turkish University
This text was written in the hope that it might offer assistance to at least one reader. Here, I discuss
life hacks designed to simplify and enhance our experience in the realm of education.
Pedagogy, the art and science of teaching, involves much more than the simple transmission of
knowledge. It is an intricate blend of theory, practice, and human interaction. In the ever-evolving
landscape of education, successful teachers do not merely instruct—they inspire. One of the most
essential yet often overlooked aspects of this inspiration comes from the subtle techniques and
strategies educators employ—commonly referred to as the "tricks of pedagogy." These are not tricks
