Social Media and Language Learning Using TikTok and Instagram

1. Introduction 2. Informal Language Learning through Social Media: Theories and Empirical Studies 3. Language Learning Affordances of Visual and Multimodal Social Networking: A Comparative Study of Online Data of Social Media Posts on Instagram and TikTok 4. Language Learning Experiences with Everyday Social Media Uses: A Multiple Case Study on Ethnographic Data of Users’ Narratives 5. Conclusion

Biography

Yeong-Ju Lee obtained her PhD from the Department of Linguistics at Macquarie University in Sydney, Australia. She teaches courses in Applied Linguistics, TESOL, and Literacy. Her research interests include digital language learning and teaching, especially on social media and AI. She is the Chief Investigator of the Teaching Development Grant project on AI and literacy at the Australian Centre for the Advancement of Literacy at Australian Catholic University, and the Data Horizon Grant project on a customised AI chatbot for language learning at the Data Horizon Research Centre at Macquarie University.

'A timely and insightful contribution to the growing literature on digital language education. Lee’s proposed pedagogical strategies are both theory-informed and classroom-oriented, making the book valuable for educators as well as researchers. By capturing the complexity, diversity, and dynamism of language learning through mobile social media, Yeong-Ju Lee provides a foundation for future studies and innovative pedagogical design.”'
Assistant Professor Anastasia Pattemore, English Didactics at the University of Barcelona, Spain

'We would miss a huge part of students’ learning journey, if we don’t see what they do outside of the classroom, especially using everyday resources like social media. The key is to bridge the in-class and out-of-class environments, so learning feels continuous across students’ real lives.'

Hub chats, Macquarie University Teachers' Learning Hub, Australia

'Lee's method captures the complicated and ever-changing relationship between digital and physical learning spaces, and shows how English learning is becoming more spread out, mobile, and based on where you are. Lee addresses this in the final chapter by stressing the adaptability of the applied theoretical framework and emphasises the processes for adaptation, repurposing, and creative learning that apply across diverse languages and contexts, making the theoretical insights more enduring. The focus is on evolving dynamic learning and not specific platform features.'

Assistant Professor Colum Ruane, City University of Macau, Macau