Speaker
Description
The rapid rise of short-form video platforms has transformed language learning practices, positioning edutainment as a dominant mode of informal microlearning. While such platforms are widely believed to enhance learner engagement and accessibility, their impact on deep language acquisition remains underexplored and theoretically contested. This study investigates whether edutainment-based short-form videos genuinely improve learners’ listening competence or primarily create an illusion of learning. Drawing on an extended Technology Acceptance Model (TAM) integrated with Cognitive Load Theory, the study adopts a cognitive–affective perspective to examine both technology adoption and learning outcomes. A mixed-method quasi-experimental design was implemented with undergraduate students at the University of Economics Ho Chi Minh City (UEH). The study combines Structural Equation Modeling (PLS-SEM) based on survey data (N ≈ 450) with pre-test and post-test measures of IELTS listening performance collected from a sub-sample undergoing structured exposure to short-form videos. The findings reveal a paradoxical pattern. While perceived ease of use and perceived usefulness significantly influence learners’ attitudes and behavioral intentions, perceived usefulness does not directly drive continued usage but operates through affective engagement. More critically, although behavioral intention strongly predicts perceived listening improvement, objective performance gains remain moderate. This divergence suggests that edutainment may enhance engagement without necessarily facilitating deep cognitive processing required for sustained listening development. The study contributes to theory by reconceptualizing TAM within a microlearning environment and highlighting the mediating role of affect in technology adoption. Pedagogically, it calls for a more critical and structured integration of short-form videos in language instruction. The findings challenge the assumption that engagement-driven learning environments automatically lead to meaningful language acquisition, offering implications for educators, curriculum designers, and EdTech developers.
Biography
Dr. Ho Minh Thang is currently affiliated with the School of Foreign Languages at the University of Economics Ho Chi Minh City. His research focuses on technology-enhanced language learning, particularly Technology-Enhanced Language Learning (TELL), Computer-Assisted Language Learning (CALL), and Mobile-Assisted Language Learning (MALL). His recent work emphasizes the pedagogical integration of emerging technologies, including augmented reality, to enhance EFL learners’ speaking performance, engagement, and professional readiness. In addition, his scholarly interests extend to intercultural communicative competence, self-regulated learning, learner engagement, and the design of innovative learning environments supported by digital resources. His research adopts mixed-methods approaches to examine how technological and pedagogical innovations can improve both language outcomes and learner experience in higher education contexts.
Nguyet Tuyet Nhi and Pham Dang Tuyet Ngan are English language instructors at the Institute of International Languages, University of Economics Ho Chi Minh City. Their professional practice and research interests focus on English language teaching, technology-enhanced learning, and learner engagement in EFL contexts. They are particularly interested in integrating digital tools into classroom instruction to support students’ communicative competence and learning motivation.
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