USING INSTAGRAM AND TIKTOK AS TOOLS FOR LEARNING ENGLISH

Аннотация

This article investigates how university students in Uzbekistan perceive the use of Instagram and TikTok as tools for learning English. With the rise of digital platforms, educational strategies are shifting toward more interactive and learner-centered approaches. Through social media, students gain exposure to authentic language input, peer interaction, and informal learning environments. The study examines the benefits, limitations, and future potential of using these platforms in language education. Keywords: Instagram, TikTok, English language learning, social media, student perception, Uzbekistan, digital tools, informal learning, EdTech. Introduction. In the modern digital era, the role of social media has expanded far beyond entertainment and communication. Nowadays, platforms such as Instagram and TikTok are increasingly being explored for their educational potential, particularly in the field of language learning. Given that English is considered a global lingua franca, there is a growing need to develop engaging and effective strategies to teach it. Consequently, educators and learners alike are turning to technology as a means of making language acquisition more relevant and motivating. In the context of Uzbekistan, where English proficiency is becoming more important for academic and career advancement, students are seeking new ways to improve their skills. Social media, which students already use daily, provides a familiar and accessible platform for language exposure. Therefore, understanding students’ perceptions of using these tools is essential for creating modern, student-centered teaching methodologies. To begin with, both Instagram and TikTok offer rich, multimedia content that aligns with various aspects of language learning. On Instagram, learners can follow English-language accounts, read captions, view infographics, and engage with educational posts that explain grammar, vocabulary, or pronunciation. Similarly, TikTok’s short-form videos provide opportunities to hear native speakers, repeat phrases, and observe cultural nuances in a visual, dynamic way [4, 86-93]. In addition, these platforms encourage active participation. Learners can create their own content in English—such as video diaries, story summaries, or reaction videos—which enhances speaking and writing skills. Moreover, the comment sections allow for interaction with a global audience, enabling learners to practice informal conversation in real-time. This kind of spontaneous language use is difficult to replicate in traditional classroom settings. According to preliminary surveys and classroom observations, many students in Uzbekistan find Instagram and TikTok both engaging and helpful for learning English. Notably, students report feeling less pressure when using these apps compared to formal lessons. As a result, they are more willing to experiment with the language, make mistakes, and learn from native speakers and peers [3, 731-734]. 9 YOSH OLIMLAR ILMIY-AMALIY KONFERENSIYASI in-academy.uz/index.php/yo Furthermore, many students mention that these platforms help them stay consistent. The algorithm-driven nature of Instagram and TikTok ensures that English content regularly appears in their feed, offering frequent and casual exposure to the language. Thus, learning becomes a part of their everyday routine rather than a separate task. However, students also acknowledge certain drawbacks. For instance, the risk of consuming low-quality or incorrect content is high. Without proper guidance, they may adopt slang, misused phrases, or grammatically incorrect expressions. Additionally, the distraction factor is significant; students often intend to watch one educational video but end up scrolling for hours on unrelated content. Despite the benefits, integrating social media into language education presents several challenges. Firstly, not all teachers are comfortable or familiar with using these platforms. Secondly, there is a lack of structured curriculum or official resources that align social media use with learning outcomes. Therefore, there is a need for teacher training and policy development that supports digital integration in classrooms. On the positive side, these challenges can be addressed with appropriate strategies. Teachers can curate a list of reliable content creators, assign creative tasks involving TikTok or Instagram, and encourage students to reflect critically on the media they consume. By doing so, educators bridge the gap between formal instruction and informal learning. Conclusion. In conclusion, Instagram and TikTok represent powerful tools for enhancing English language learning, especially among digitally active students in Uzbekistan. While these platforms should not replace traditional methods, they can significantly supplement classroom learning by increasing exposure, motivation, and real-world language use. Looking ahead, more comprehensive research is necessary to explore long-term outcomes