Indonesian EFL Students’ Views on Short-form Video Language Learning
DOI:
https://doi.org/10.30872/e3l.v8i1.5227Keywords:
short-form video, EFL learning, learner strategy, digital engagement, language skillsAbstract
This study explored how Indonesian EFL students with different levels of short-form video
(SFV) consumption perceived its impact on their English language proficiency. Using a qualitative phenomenological approach, three participants were selected based on their daily
duration of English-language SFV usage. Data were collected through interviews, 7-day
learning logs, and reflective journals. Findings indicated that all participants reported
improvements in listening, speaking, and vocabulary, particularly through repeated exposure to authentic speech and mimicry. However, reading and writing development remained limited. Crucially, the study found that the quality of engagement—such as intentional mimicry, vocabulary tracking, and content curation—was more influential than the amount of time spent watching. Participants who used SFVs strategically experienced greater gains than those who consumed them passively. Additionally, attention span and distraction emerged as factors affecting learning depth, especially in high-exposure contexts. The study concluded that SFVs can support informal language learning when used purposefully and in moderation.
Downloads
References
Alfatih, M. F., Nashwandra, N. B., Nugraha, N. I., Banyubasa, A., Simangunsong, G. A., Barus, I. R. G., & Fami, A. (2024). THE INFLUENCE OF TIKTOK SHORT-FORM VIDEOS ON ATTENTION SPAN AND STUDY HABITS OF STUDENTS IN COLLEGE OF VOCATIONAL STUDIES IPB UNIVERSITY. EDUTECH, 23(2), 202–212. https://doi.org/10.17509/e.v23i2.69229
Arabis, K. K., Tobio, G., Corpuz, B., Royol, B. M., & Zita, C. T. (2023). Boosting the Confidence of 1st Year College Students in Speaking Skills through Instructor’s Interactive Strategies during Face-to-Face Classes. Development Studies in Educational Management and Leadership, 2(2), 121–142. https://doi.org/10.47766/development.v2i2.3356
Asif, M., & Kazi, S. (2024). Examining the influence of short videos on attention span and its relationship with academic performance.
Assakhi, S.M., & Fakhrurriana, R. (2023). Short Videos on Social Media as Catalysts for English Language Learning Beyond the Classroom. BATARA DIDI : English Language Journal.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chaika, O. (2023). Role of reflective practice in foreign language teaching and learning via multicultural education. International Journal of Social Science and Human Research, 06(02). https://doi.org/10.47191/ijsshr/v6-i2-74
Djiwandono, P. (2018). Using authentic materials and vocabulary profiler to enhance vocabulary learning. KLAUSA (Kajian Linguistik Pembelajaran Bahasa Dan Sastra), 2(01), 1–13. https://doi.org/10.33479/klausa.v2i01.143
Fenuku, S. D. (2024). THE CORE ASPECTS OF EFFECTIVE LANGUAGE PEDAGOGY: LISTENING, SPEAKING, WRITING AND READING. JURNAL SMART, 10(2), 132–154. https://doi.org/10.52657/js.v10i2.2345
Gao, Y., & Xiao, Q. (2023). The Influence of Short Videos’“Pan-Entertainment” Tendency on College Students’ Learning and Critical Thinking Abilities. Lecture Notes in Education Psychology and Public Media, 4, 1197-1202. https://doi.org/10.54254/2753-7048/4/2022867
Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal l anguage learning. Language Learning & Technology, 23(1), 8–25. https://doi.org/10125/44667
Hawkins, M. W. (2018). Self-directed learning as related to learning strategies, self- regulation, and autonomy in an English language program: A local application with global implications. Studies in Second Language Learning and Teaching, 8(2), 445– 469. https://doi.org/10.14746/ssllt.2018.8.2.12
Kasper, G., & Rose, K. R. (2001). Pragmatics in language teaching. In Cambridge University Press eBooks (pp. 1–10). https://doi.org/10.1017/cbo9781139524797.003
Katadata. (2023, November 22). Indonesia punya pengguna TikTok terbanyak ke-2 di dunia. Databoks Katadata. Retrieved from https://databoks.katadata.co.id/datapublish/2023/11/22/indonesia-punya- pengguna- tiktok-terbanyak-ke-2-di-dunia
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Maretha, A. L., & Anggoro, K. J. (2022). TikTok: Benefits, drawbacks, and implications for the ELT field. MEXTESOL Journal, 46(2), 1–5. https://www.mextesol.net/journal/index.php?page=journal&id_article=28479
Nation, I. S. P. (2008). Teaching ESL/EFL reading and writing. In Routledge eBooks. https://doi.org/10.4324/9780203891643
Oprandy, R. (1994). Listening/speaking in second and foreign language teaching. System, 22(2), 153–175. https://doi.org/10.1016/0346-251x(94)90054-x
Pantagakis, E. (2024). The Added Value of Short Videos on Social Media on Foreign Language Learning. (Unpublished master's thesis). Université de Liège, Liège, Belgique. Retrieved from https://matheo.uliege.be/handle/2268.2/20597
Richards, J.C., & Schmidt, R.W. (2011). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge. https://doi.org/10.4324/9781315833835
Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying Critical 21st-Century Skills for Workplace Success: A Content Analysis of Job Advertisements. Educational Researcher, 0013189X1989060. doi:10.3102/0013189x19890600
Rojas, F., & Guamán Luna, M. M. (2023). The Impact of Short Videos in the Listening Skills of Young Adults with A1 Level from UCACUE. Runas. Journal of Education and Culture, 5(9), e240150. https://doi.org/10.46652/runas.v5i9.150
Schmidt, R. W. (1990b). The role of consciousness in second Language learning1. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129
Shen, J. (2022, April). Analysis on the trend and development of the future short-video industry. In 2022 7th International Conference on Social Sciences and Economic Development (ICSSED 2022) (pp. 255–260). Atlantis Press. https://doi.org/10.2991/aebmr.k.220405.043
Suciani, N. K., Sanjaya, I. N. S., Sitawati, A. a. R., & Wariyati, W. (2023). Indonesian EFL students’ perceptions of TikTok utilization in EFL learning. Journal of Applied Studies in Language, 7(2), 181–192. https://doi.org/10.31940/jasl.v7i2.181-192
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Wen, H. (2024). Research on the Advantages of Short Video and the Way to Revive Long Video. Communications in Humanities Research,26,17-20.
Yan, T., Su, C., Xue, W., Hu, Y., & Zhou, H. (2024). Mobile phone short video use negatively impacts attention functions: an EEG study. Frontiers in Human Neuroscience, 18, 1383913.
Yenkimaleki, M., & Van Heuven, V. J. (2023). Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study. Language Teaching Research. https://doi.org/10.1177/13621688231205017
Zeng, J., Abidin, C., & Schäfer, M. S. (2021). Research perspectives on TikTok & its legacy apps| research perspectives on TikTok and its legacy apps— introduction. International Journal of Communication, 15, 12. https://doi.org/10.5167/uzh-205427.
Zhang, X., Wu, Y., & Liu, S. (2019). Exploring short-form video application addiction: Socio- technical and attachment perspectives. Telematics and Informatics, 42, 101243. doi:10.1016/j.tele.2019.101243
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Muhammad Indra Fathanul Hafizh, Iwan Setiawan, Syamdianita Syamdianita, Ichi Ahada
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareALike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
