Using instagram and tiktok as tools for learning english: perception of students in uzbekistan

Аннотация

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. 383 STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY 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