Keywords
video projects
vocational English
algorithmic curation
digital English immersion
How to Cite
Abstract
This study explores how social media video projects support vocational students’ English-speaking practice and how repeated content creation may reshape their digital learning environment. Using a descriptive qualitative design, data were collected from 36 students at SMK Puriwisata Pancasari through an online questionnaire, student video artifacts, and review of TikTok and Instagram use. The findings show that progressive video tasks from one-minute introductions to two- to three-minute vocational scenarios encouraged repeated speaking practice and were perceived to increase confidence. In addition, 31 of 36 students (86.1%) reported changes in their social media feeds after posting English assignments, with many noting more English-learning and international tourism content. Because the study relies mainly on self-reported perceptions from one school and does not include standardized pre- and post-speaking tests or direct platform-algorithm data, causal claims remain limited. The study contributes a practical model for extending vocational English practice beyond the classroom. Its novelty lies in framing student content creation as a form of digital environmental design in which platform recommendations may support continuous informal English exposure.
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