TeachTok: Enhancing Elementary Learners' Visual and Multimedia Literacy through TikTok as Mobile-assisted Language Learning Tool

Abstract

This study investigated the effect of integrating TikTok application into English language instruction through Mobile-assisted Language Learning (MALL). The researcher employed a mixed-methods technique utilizing an explanatory sequential design in two phases. By comparing learners' performance in pretest and posttest assessments, a researcher-developed instrument validated by experts was used. Additionally, a semi- structured interview was conducted with key informants to explore the affective, behavioral, and cognitive aspects of their experiences, further corroborating the quantitative findings. Through a purposive sampling technique and carrying out inclusion and exclusion criteria, eighty (80) grade 5 learners from an elementary public school in the Schools Division of Bulacan during the school year 2023 – 2024 were selected as participants. The research opted to utilize a two-group pretest-posttest design with experimental and control groups. Various statistical tools, such as the arithmetic mean and standard deviation, were used for descriptive analysis, and the t-test for Paired Samples was used for inferential statistics, which answered the research hypothesis. At the same time, the qualitative data were analyzed and interpreted through a thematic analysis approach. Results indicated a significant difference in learners' English language performance, as evidenced by the posttest scores. Utterances revealed positive changes in participants’ attitudes, behavioral, and cognitive responses to the subject matter, highlighting the multifaceted benefits of incorporating TikTok in educational contexts. This study contributed to the growing body of research on TikTok and MALL offering Teach instructional framework aiming to leverage contemporary digital tools to enhance English language learning outcomes.