THE INFLUENCE OF TIME SPENT ON TIKTOK ON THE WRITING SKILLS OF DAY SECONDARY SCHOOL STUDENTS IN MOIBEN SUB-COUNTY, UASIN-GISHU COUNTY, KENYA

Auteurs

  • Candy Mabonga Angoyia School of Education, Department of Curriculum Instruction and Education Media, Bomet University, Kenya
  • John W. Wayong’o Department of Curriculum Instruction and Education Media, Bomet University, Kenya
  • Oluoch Monica Oloo School of Arts and Social Sciences, Department of Geography, Environment and Development Studies, Bomet University, Kenya

DOI:

https://doi.org/10.46827/ejel.v11i4.6973

Trefwoorden:

social media, TikTok, English composition writing skills, day secondary school students, Moiben sub-county

Samenvatting

TikTok is notably one of the most consumed social media sites worldwide and is speedily becoming the world’s top short video site. Literature shows an evident relationship between TikTok usage and writing skills. The relationship can either be positive or negative depending on several factors, such as time. Writing skills such as sentence formation, spelling, use of vocabulary, and grammar are affected by the use of TikTok among students. This research aimed to find out the influence of time spent on TikTok on the English composition writing skills among day secondary school students. The research was carried out in Moiben sub-county, Uasin-Gishu County, Kenya. The theory that guided this study’s framework was social learning theory by Albert Bandura. Case study research design was employed in this research. To collect data, semi-structured questionnaires, interviews, and focus group discussions (FGDs) were used. The target population was day secondary school students in Moiben sub-county, Kenya. A pilot study was carried out to test validity and reliability. A total of two hundred and sixty-three students and ten teachers made up the sample size. This sample size was determined through multi-stage sampling. Data analysis was done using descriptive statistics and thematic analysis. The findings proved that there is a definite association between the amount of time spent on TikTok and students’ English composition writing skills. Long hours on TikTok reduced time that could be used to practice writing skills and increased their chances of unconsciously internalizing TikTok language, which later trickles into their composition writing. The beneficiaries of the findings are expected to be teachers of English, the Ministry of Education (MOE), and various education stakeholders. Through a thorough understanding of the influence of TikTok on English composition writing skills of learners in day secondary schools in Moiben Sub- County, the Ministry of Education and the various education stakeholders will be able to formulate guiding policies and procedures that will ensure appropriate usage and consumption of TikTok among these learners.

Biografieën auteurs

  • Candy Mabonga Angoyia, {$affiliation)

    Candy Mabonga Angoyia is a Master of Education student in English Language Education at Bomet University. She holds a Bachelor’s Degree in English and Literature from Moi University. Her academic interests include English language teaching, curriculum development, and educational technology.

  • John W. Wayong’o, {$affiliation)

    Dr. Wayong’o John W. holds a PhD in Language Education from the University of Nairobi, a Master of Education degree (English Language Education from Moi University, and a Bachelor of Education degree (English and Literature) from Moi University. He is an accomplished lecturer of language education at the university level. He is an accomplished researcher, particularly in teaching and learning of writing skills in English, scaffolding, integrated writing skills, teacher professional development, and use of technology in English language teaching and learning. He is a mentor for postgraduate students’ training at Bomet University.

  • Oluoch Monica Oloo, {$affiliation)

    Dr. Oluoch Monica Oloo holds a PhD in Linguistics from Maseno University, a Master of Philosophy in Linguistics degree from Moi University, and a Bachelor of Education (Arts) degree (English and Literature) from the University of Nairobi. She is a proficient lecturer in Linguistics at the university level. Her research interests lie in the fields of Semantics, Pragmatics, Critical Discourse Analysis, and the role of language in peacebuilding. She is the school coordinator-post graduate studies in the School of Arts and Social Sciences at Bomet University.

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Gepubliceerd

2026-08-31

Nummer

Vol 11 Nr 4 (2026)

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