AN EXPLORATION OF GEN Z STUDENTS IN UTILIZING SHORT-FORM VIDEO PLATFORMS FOR PRONUNCIATION LEARNING BASED ON SOCIAL COGNITIVE THEORY

Mell, Yana (2026) AN EXPLORATION OF GEN Z STUDENTS IN UTILIZING SHORT-FORM VIDEO PLATFORMS FOR PRONUNCIATION LEARNING BASED ON SOCIAL COGNITIVE THEORY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT The rapid growth of digital technology has significantly transformed language learning practices, particularly among Generation Z students who are highly engaged with short-form video platforms such as TikTok, Instagram Reels, and YouTube Shorts. In the context of English as a Foreign Language (EFL) learning, pronunciation remains one of the most challenging skills due to limited exposure to authentic language input and insufficient practice opportunities outside the classroom. This study aims to explore how Generation Z students utilize short-form video platforms to support their pronunciation learning and to analyze their utilization of these platforms based on the components of Social Cognitive Theory (SCT). This research employed a qualitative approach with a case study design. The participants were undergraduate students of the English Education Study Program at UIN Raden Intan Lampung who had completed a pronunciation course and actively used short-form video platforms. Data were collected through semi-structured interviews and supporting documentation, and were analyzed using thematic analysis based on the core components of SCT, including observational learning, self-efficacy, reciprocal determinism, reinforcement, and outcome expectations. The findings indicate that Generation Z students utilize shortform video platforms as flexible and informal learning media for pronunciation learning. They use these platforms to access pronunciation models, observe and imitate pronunciation examples, repeat difficult words, save relevant videos, and practice independently. Their utilization of short-form video platforms reflects the components of Social Cognitive Theory. Observational learning appears when students pay attention to pronunciation models, retain pronunciation input, reproduce the pronunciation through imitation, and maintain motivation to practice. Repeated exposure to authentic pronunciation models strengthens students’ self-efficacy, while platform features, algorithmic recommendations, peer feedback, and self-satisfaction function as reinforcement that supports continued learning. The findings also show reciprocal interaction betweeniii personal beliefs, learning behaviors, and the digital environment, as well as positive outcome expectations related to pronunciation accuracy, intonation, word stress, confidence, and communication ability.

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