Impacto del uso de TikTok en el aprendizaje del idioma inglés: innovación, motivación y desarrollo de las competencias comunicativas de los estudiantes
DOI:
https://doi.org/10.63688/5sy0be06Palabras clave:
TikTok, aprendizaje del inglés, tecnología educativa, motivación, habilidades comunicativas, aprendizaje móvilResumen
La creciente incorporación de tecnologías digitales en la educación ha transformado los procesos de aprendizaje de lenguas extranjeras, generando nuevas oportunidades de interacción, autonomía y acceso a recursos lingüísticos auténticos. El presente estudio tuvo como objetivo analizar el impacto del uso de TikTok en el aprendizaje del idioma inglés, considerando su contribución a la innovación educativa, la motivación estudiantil y el desarrollo de habilidades comunicativas. Se realizó una revisión sistemática de literatura científica siguiendo las directrices PRISMA 2020. La búsqueda bibliográfica se efectuó en bases de datos académicas especializadas, seleccionando 15 estudios científicos entre 2008 y 2026 mediante criterios de inclusión y exclusión previamente establecidos. Los resultados evidencian que TikTok puede funcionar como un recurso educativo complementario al proporcionar ambientes audiovisuales e interactivos que favorecen la adquisición de vocabulario, la práctica de pronunciación, la comprensión auditiva, la expresión oral y la participación del estudiante. Además, la plataforma favorece el aprendizaje autónomo al permitir el acceso y creación de contenido en inglés fuera del aula tradicional. Sin embargo, los estudios también identifican desafíos relacionados con la distracción, la calidad de la información, el uso excesivo, la privacidad y la necesidad de fortalecer las competencias digitales. Se concluye que TikTok no sustituye la enseñanza formal del inglés, pero puede enriquecerla cuando se integra mediante estrategias pedagógicas adecuadas, acompañamiento docente y un uso crítico de los recursos digitales.
Referencias
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Aromataris, E., & Munn, Z. (Eds.). (2020). JBI manual for evidence synthesis. Joanna Briggs Institute. https://doi.org/10.46658/JBIMES-20-01
Booth, A., Sutton, A., Clowes, M., & Martyn-St. James, M. (2021). Systematic approaches to a successful literature review (3rd ed.). SAGE Publications.
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4–20. https://doi.org/10.1017/S0958344014000159
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1
Chapelle, C. A. (2009). The relationship between second language acquisition theory and computer-assisted language learning. The Modern Language Journal, 93(1), 741–753. https://doi.org/10.1111/j.1540-4781.2009.00970.x
Chapelle, C. A., & Sauro, S. (Eds.). (2017). The handbook of technology and second language teaching and learning. Wiley. https://doi.org/10.1002/9781118914069
Dörnyei, Z. (2009). The L2 motivational self system. In Motivation, language identity and the L2 self. Multilingual Matters. https://doi.org/10.21832/9781847691293-003
Godwin-Jones, R. (2018). Using mobile technology to develop language skills and cultural understanding. Language Learning & Technology, 22(3), 1–17. https://doi.org/10.1257/llt.2018.220301
Godwin-Jones, R. (2021). Emerging technologies: Language learning and social media. Language Learning & Technology, 25(3), 1–15. https://doi.org/10.1257/llt.2021.250301
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12336
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile-assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
Li, V., & Hafner, C. A. (2023). Social media and language learning: The role of digital practices in developing students’ communicative competence. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2023.2180457
Nation, I. S. P. (2020). Learning vocabulary in another language (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781009150804
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Paul, J., & Criado, A. R. (2020). The art of writing literature review: What do we know and what do we need to know? International Business Review, 29(4), 101717. https://doi.org/10.1016/j.ibusrev.2020.101717
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9781107587921
Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. RELC Journal, 48(1), 7–30. https://doi.org/10.1177/0033688217690059
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412–430. https://doi.org/10.11139/cj.29.3.412-430
Wang, Y., & Vásquez, C. (2022). The role of social media in language learning: TikTok as an emerging platform for English learning practices. Journal of Language Teaching and Research, 13(5), 1012–1021. https://doi.org/10.17507/jltr.1305.12
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
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Derechos de autor 2026 Diego Alejandro Fernández Cando, Daniela de Jesús Sánchez López, Melissa Damaris Paredes Morales, Andrea Michelle Villegas Paredes (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
