Journal of English Education and Teaching

Investigating Opportunities and Challenges of Self-Directed Learning Through TikTok: EFL Students' Perception

Siti Rowiyah — 2025-06-30

TikTok has become a prominent social media platform, which is notable for its engaging features that display short and fascinating videos. This study aims to investigate the opportunities and challenges confronted by students using TikTok for self-directed language learning. This research employed an interpretative phenomenological analysis design to systematically explain and directly answer the research questions through in-depth group interviews with eight participants who were EFL students with experiences in self-directed language learning using TikTok. The findings of this study revealed that there are many opportunities presented by TikTok for self-directed language learning, including time efficiency, practical and creative application, and its capability to improve students’ English skills through authentic, credible, and memorable lessons. Despite these opportunities, students face several main challenges when using TikTok for language learning, including difficulty in controlling discipline, distraction from irrelevant content, confusion of English accents across videos, and device constraints. This research has significant implications for educators in using TikTok for students’ self-directed language learning. By understanding the opportunities and challenges associated with using TikTok, educators can provide effective guidance and support to their learners. Further research should explore strategies to maximize the opportunities in the students’ use of TikTok for self-directed English learning and in their selection of language learning content on TikTok.

English Learning Needs of Sport Students: Toward a Project-Based Approach with 4C Skills

Mike Nurmalia Sari — 2025-06-30

Studies on English language learning practices in Sport have received considerable interest from scholars in recent years due to the significance of English skills for graduates in the job market and professional settings. However, there is limited research that has focused on investigating the needs of Sport students in learning English through effective pedagogical approaches that integrate Project-based Learning (PjBL) with 4C skills: Critical Thinking, Communication, Collaboration, and Creativity. This study aims to 1) investigate the specific English learning needs of Sport students in higher education, and 2) examine preferred learning approaches that integrate PjBL with 4C skills. This exploratory sequential mixed-methods design combined quantitative data from structured questionnaires with qualitative insights from interviews, involving 52 sport students (30 males and 22 females) at a higher education institution in Sungai Penuh, Jambi, Indonesia. The findings reveal that sports students require proficiency in listening, speaking, reading, writing, vocabulary, and grammar, with a particular emphasis on sports-specific terminology and contexts. Furthermore, the qualitative results indicate that students strongly favor learning approaches that are collaborative, authentic, and project-based. They perceive Project-Based Learning (PBL) as highly effective, particularly when it promotes 4C skills. Students expressed those tasks such as video creation, podcast production, simulations, and team discussions enhance their engagement, confidence, and practical language use. These findings suggest that integrating PjBL with 4C skills into English instruction is essential for meeting the specific language needs of sports students and enhancing their readiness for global professional environments.

Implementing the Project-Based Learning Model by Interviewing and Reporting Techniques to Improve Tenses Mastery

Zahrida Zahrida — 2025-06-30

This research aimed at improving the students’ mastery on tenses through the implementation a Project-Based Learning model using interviewing and reporting techniques. Class Action Research was the design of this research and was conducted on the first semester students of class A in the English Education Study Program at the University of Bengkulu, enrolled in the Basic English Grammar course. The research involved 37 participants and was carried out over two cycles, each consisted of three meetings. The stages of the research included planning, action, observation, and reflection. The instruments used were test and observation checklist. The result of the test showed an increase in the percentage of students who scored ≥70, from 54% in cycle 1 to 81% in cycle 2, indicating 27% improvement. The result of cycle 2 also demonstrated that the success indicator of this research has been achieved by more than 75% students got score ≥70. It can be concluded that the implementation of Project-Based Learning model using interviewing and reporting techniques effectively improve students’ mastery of tenses by encouraging them to apply grammatical knowledge in both speaking (interviewing) and writing (reporting), thereby deepening their understanding of grammar.

Students’ Engagement in Video-Recorded Presentation to Enhance Public Speaking Skills during COVID-19 Outbreak

Sri Hardiningsih — 2025-06-30

This study aimed to explore the synergistic integration of these competencies within the context of Business English education, particularly relevant during the COVID-19 pandemic's shift to online instruction. This study involved 23 vocational students aged 21-23 who were tasked with watching model public speaking videos and subsequently creating and recording their own presentations. Data was collected through questionnaires and in-depth interviews, revealing that this video-recording task significantly benefited students by enabling them to identify their individual misconceptions about public speaking, actively engage in self-directed learning strategies, and demonstrably improve their overall public speaking proficiency. These findings underscore the potential of incorporating such video-based assignments in online language learning environments to foster both independent learning and enhanced communication skills. Furthermore, our research discusses the pedagogical implications of these results for educators and suggests avenues for future research in the fields of language education and online learning, emphasizing the value of combining self-assessment through recording with autonomous learning principles to enhance communicative competence.