Korte video’s als didactisch instrument voor NVT-luistervaardigheid bij Franstalige leerlingen: een casestudy met TikTok als didactisch instrument

Details

Supervisors

Degrave, Pauline

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation germaniques, à finalité didactique

Abstract

enShort authentic videos, such as those shared on TikTok, have been associated in recent research with positive effects on motivation and proficiency in English as a foreign language (Zhang et al., 2022; Nasrudin et al., 2024), particularly with regard to listening comprehension (Setiawan et al., 2024). This raises the question of whether such findings also hold for Dutch in French-speaking Belgium, a language towards which students’ attitudes remain predominantly negative (Mettewie, 2015). Through a case study, this research examines how students and teachers of Dutch in French-speaking secondary education perceive the use of TikTok for listening comprehension, and how a concrete listening activity influences these perceptions. To this end, this dissertation is based on an embedded mixed-methods intervention design. Among 65 students distributed across seven classes in a secondary school in Wallonia, technology acceptance of TikTok was measured quantitatively using TAM questionnaires (Davis, 1985) before and after the intervention, supplemented by an engagement scale (Fuller et al., 2018). Qualitative interviews were conducted with a subsample of twelve students and the three teachers involved. The results show an overall positive picture. Students reported high engagement during the activity (M = 12.95; SD = 2.75), as well as a strong wish for repetition of it (92.3% agreement). Overall technology acceptance, however, did not vary significantly between the pre- and post-intervention measurements, indicating that students’ perception of TikTok as a learning tool was already established before the intervention. Qualitatively, students and teachers strikingly, and independently of one another, raised similar tensions: between visual support and distraction, between authenticity and difficulty level, and between accessibility at home and the need for guidance. Teachers, interested by this perspective, developed in turn a concrete vision for integrating TikTok into their classroom practice. This dissertation concludes that TikTok is perceived by both groups of actors as a valuable, authentic, and motivating complementary tool for teaching Dutch listening comprehension, provided that the material is carefully curated by the teacher. On this basis, pedagogical recommendations are proposed, along with suggestions for future research, particularly regarding effective learning gains and the broader applicability of short videos in language teaching.