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All Journal Journal of Digital Learning and Distance Education
Tamaño, Lexxus Dominic
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Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Journal of Digital Learning and Distance Education

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Utilizing TikTok in Enhancing Language Abilities: A Literature Review Tamaño, Lexxus Dominic
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 5 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i5.586

Abstract

This literature review examines the potentials and challenges of using TikTok as a pedagogical tool for enhancing language abilities. Drawing from studies published between 2019 and 2025, it presents research-based insights into how TikTok promotes engagement, creativity, and communication in language classrooms. The review also highlights limitations such as distraction, limited instructional depth, and the need for structured integration. Overall, this paper aims to provide educators and learners with a clearer understanding of how TikTok can be effectively utilized to support language teaching and learning. The findings suggest that while TikTok offers a highly engaging, authentic platform for practical language use and cultural exposure, its success is heavily dependent on a deliberate instructional design that mitigates distractions and integrates short-form content into broader curriculum goals. Ultimately, this review advocates for a balanced and informed approach to leveraging this popular social media platform for modern language education.
This or That? Perception of Filipino Generation Z and Generation Alpha in Using Common Emojis: Semantics and Typology Tamaño, Lexxus Dominic
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 7 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i7.600

Abstract

Emojis have become integral to digital communication, functioning as visual cues that convey emotion, intent, and social meaning beyond literal text. Guided by Semiotic Theory, this research investigates generational differences in how Filipino Generation Z and Generation Alpha perceive and classify common emojis in terms of semantics and typology. A convergent parallel mixed methods design was employed, involving surveys and structured interviews with 16 students equally distributed between the two generations. Quantitative results from the Chi-Square Test of Independence indicated a statistically significant generational difference in emoji usage (χ² = 26.74, p < 0.05). Qualitative thematic analysis revealed that Gen Z frequently interprets emojis symbolically or sarcastically utilizing them to signal passive-aggression, express exaggerated humor, or convey disapproval. In contrast, Gen Alpha tends to assign more literal and emotionally transparent meanings to the same icons. Despite the limited sample size restricting broad generalizability, the findings demonstrate distinct generational patterns in digital expression. These differences suggest potential sources of miscommunication in online and educational environments. The study recommends the development of a digital literacy toolkit to foster generational awareness and promote clearer, more empathetic emoji-mediated communication.
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