A Study on Individual Differences in University Students' English Short Video Learning Behavior and Its Implications for English Education

1. The Current Research on Short Videos in English Learning

In recent years, with the widespread use of mobile internet, short videos have gradually shifted from being entertainment tools to becoming a medium for supplementary learning. Currently, students extensively utilize new media for EFL learning (Lee and Kim, 2014). Studies have shown that short videos have rich multimodal characteristics, which effectively stimulate learners' interest and enhance learning efficiency. For example, Indrasari’s (2015) classroom action research indicated that short videos increased students' average narrative writing scores from 68.22 to 78.31, with 76.47% of students reporting a significant improvement in writing efficiency. Almurashi’s (2016) study found that 85% of EFL students considered short videos engaging and believed they significantly enhanced their comprehension skills. Hasan et al.(2018) found that short videos contribute significantly to improving English learners' listening skills, pronunciation, and grammar abilities.

Unlike ESL (English as a Second Language) learners, EFL learners typically live in non-English speaking countries or regions, such as China, Korea, Japan, etc., where English is not their primary means of communication. As a result, they lack a real language immersion environment (Si, 2019). In contrast, ESL learners can experience authentic language exposure through daily social interactions, such as immigrant students living in English-speaking countries, while EFL learners rely more on classroom instruction and short videos to compensate for the absence of an immersive environment (Chen and Kang, 2023).

This difference leads to distinct functional needs for short videos: ESL learners often use them as an extension of real-world contexts, whereas EFL learners focus more on their role in systematically supplementing knowledge (Xu, 2024). Notably, in EFL settings, the "engagement" and "structured design" of short videos have been proven key factors in enhancing learning motivation (Sari et al., 2021), while ESL research places greater emphasis on the "authenticity" and "cultural adaptability" of such content (Bajrami and Vela, 2017). This contrast highlights EFL learners' strong reliance on instructional content, providing a theoretical foundation for the design of layered learning resources.

However, although existing studies have confirmed the educational value of English short videos, their application still faces certain challenges. The quality of short video content varies, and the lack of systematic planning by learners may limit the effectiveness of short videos as a learning tool. Additionally, most studies focus primarily on the learning outcomes of English short videos, with relatively few studies examining usage patterns and the differences in how they are used.

2. The Potential and Limitations of Educational Functions of English Short Videos

The multimodal characteristics of short videos offer rich possibilities for language learning. For example, through short videos, students can observe real-life scenarios, which helps them learn the practical application of the language. Additionally, short videos have the advantages of fragmentation and flexibility, allowing learners to make use of fragmented time to learn anytime and anywhere (Hasan et al., 2018). These characteristics give short videos significant educational potential in cultivating basic language skills, such as listening and speaking.

Despite the many advantages of short videos, their limitations should not be overlooked. First, the entertainment nature of short video content may undermine its academic value, causing students to focus more on the entertainment function and neglect its learning potential. Second, the fragmented learning approach of short videos tends to distract students' attention, negatively impacting their learning abilities and focus (Gao and Xiao, 2023). Furthermore, existing short video learning resources lack a hierarchical design, making it challenging to meet the needs of students at different learning levels.

In summary, while research on the use of English short videos in teaching and learning has increased in recent years, there remains significant research potential in this field. This is particularly true for Chinese university students, who have faced many challenges in learning English. English short videos, with their multimodal characteristics, offer university students more diversified learning approaches. However, existing research has mainly focused on the impact of short videos on learning outcomes, with a lack of systematic exploration of individual differences among learners. Therefore, this study will systematically investigate the effects of gender, grade level, and academic performance on university students' English short video learning behaviors, and provide specific educational implications for EFL teaching practice. Specifically, the study will address the following questions: 1. Are there differences in the usage behaviors of English short videos among university students with different genders, grade levels, and academic performance? 2. Based on these differences, what are the specific educational implications of using English short videos in EFL teaching?

1. Subjects

This study focuses on university students from a university in Shanxi, China. Due to resource limitations, the study chose university students from the researcher's previous university as the research subjects to ensure the efficiency of questionnaire collection and the timeliness of data analysis. A total of 258 questionnaires were collected, and after excluding invalid responses, 219 valid questionnaires were retained, resulting in an effective response rate of 84.9%. The basic characteristics of the participants include gender, grade level, and CET-4 pass status, with the specific distribution shown in <Table 1>.

<Table 1>

Basic Information of University Students

The sample distribution of this questionnaire is relatively balanced, ensuring the reliability and representativeness of the data. The sample covers students from freshman to senior year, with a gender ratio close to 1:1 (49.3% male, 50.7% female) and a CET-4 pass rate close to 1:1 (49.8% passed, 50.2% not passed). This well reflects the diversity of the university student population, providing a solid data foundation for subsequent analysis of the impact of academic performance differences on short video learning behaviors.

2. Research Tools and Questionnaire Design

The questionnaire in this study is based on the logical process of using English short videos, incorporating literature analysis and the opinions of three Chinese university instructors. It is divided into four dimensions with a total of 16 questions: a. usage context (4 questions): this section examines the frequency and purpose of students using short videos in different learning contexts (e.g., classroom, self-study, and after-class review); b. usage paths (4 questions): this part explores the paths or methods through which students access short video resources (e.g., social media, learning apps); c. usage preferences (4 questions): this section analyzes students' preferences for the content of short videos (e.g., entertainment, academic value, practicality); d. usage effect (4 questions): this part evaluates the impact of short video learning on students' listening skills, pronunciation, vocabulary accumulation, etc.

The questionnaire uses a Likert five-point scale, ranging from "Strongly Agree" to "Strongly Disagree," with scores assigned from 1 to 5 to facilitate quantitative analysis of students' short video learning behaviors. The reliability analysis of the questionnaire was conducted using Cronbach's α coefficient test. Reliability analysis results indicate that the overall Cronbach's α value for the scale is 0.944, with α values for each dimension exceeding 0.7, demonstrating a high level of internal consistency and reliability. The reliability test results are shown in <Table 2>.

<Table 2>

Reliability Test Results

3. Data Collection and Processing

The questionnaire was distributed via the Wenjuanxing platform, with all responses collected anonymously to ensure data authenticity. To explore the differences in university students' English short video learning behaviors, this study used the following data analysis methods: descriptive statistics to perform basic statistical analysis on sample characteristics such as gender, grade level, and CET-4 passing status; independent sample t-tests to examine significant differences in short video learning behavior based on gender and CET-4 passing status; and one-way ANOVA (Analysis of Variance) to analyze differences in short video learning behavior among students from different grade levels. Data processing was performed using SPSS 26.0 to ensure the scientific and accurate analysis of the data.

1. Gender Differences Analysis

Independent samplet-tests revealed no significant differences between male and female university students in their English short video learning behaviors (t = -1.102, P = .272> 0.05). Specifically, there were no significant differences in the scores of males and females across the four dimensions of usage context, usage path, usage preference, and usage effect (see <Table 3>).

<Table 3>

Differences in English Short Video Usage Among University Students of Different Genders

The research results indicate that gender does not have a significant impact on university students' English short video learning behaviors, suggesting that the application of short videos for learning remains consistent across different gender groups. This finding aligns with Li Jie’s observation that educational short videos, due to their broad user adaptability, can meet the needs of learners of different genders (Li and Pan, 2023). The design of English short videos typically focuses on catering to the needs of diverse learners, which ensures their applicability is relatively consistent across gender dimensions (Chen, 2023). Furthermore, previous research has found that multimodal input, including visual and auditory elements, can effectively lower the learning threshold, allowing learners of different genders to benefit from English short videos (Lin, 2016). Therefore, the data from this study verifies this perspective, indicating that English short videos, in terms of content creation and functional design, do not cause imbalances in the accessibility of learning resources due to gender differences. This further supports the universality of short videos as an educational tool and suggests their broad applicability across diverse learning groups.

2. Grade Differences Analysis

An analysis of variance (ANOVA) revealed significant differences in the short video learning behaviors of students from different grade levels (p<0.05). Students in lower grades generally scored higher than those in higher grades across all dimensions(see <Table 4>).

<Table 4>

Grade Differences Analysis Results

The research results indicate that lower-grade students significantly use English short videos more frequently than higher-grade students. This grade difference reflects the characteristic learning needs at different stages: lower-grade students in university are typically at the initial stage of language learning, requiring engaging and foundational learning resources (Lu, 2015). The contextualization and multimodal features of short videos can effectively stimulate their interest and meet the needs for basic skill development. In contrast, higher-grade students, whose focus shifts to specialized courses, career planning, or deeper learning, tend to rely less on short videos and prefer learning resources that directly serve career development or academic needs. This behavioral shift suggests that the educational effectiveness of English short videos plays a prominent role in lower grades, while its impact decreases in higher grades.

3. Academic Performance Differences Analysis

The academic performance of the respondents was categorized based on whether they passed the CET-4 exam or not. The CET-4 is a nationwide standardized exam in China, with all candidates taking the exam under the same conditions. Using the pass/fail status as a criterion ensures the consistency and fairness of the results. Additionally, the pass rate of the CET-4 is often used as an important indicator to evaluate teaching effectiveness and student learning outcomes in universities. The exam has a clear passing score (typically 425 points), which divides students into those who pass and those who do not, making data analysis and statistical processing easier.

The results of an independent samples t-test based on CET-4 pass/fail status indicate significant differences in the scores across all dimensions between students who passed the CET-4 and those who did not (t = -6.237, P = .000 < 0.05) (see <Table 5>).

<Table 5>

Academic Performance Differences Analysis Results

The research findings indicate that students who did not pass CET-4 use English short videos significantly more than those who passed the exam. Students with higher academic performance tend to adopt deep learning approaches, whereas those with lower performance are more inclined to use surface learning strategies (Ding, 2023). Students who have not passed the CET-4 often require more foundational learning support. Short videos, with their multimodal and contextualized characteristics, can effectively reduce learning difficulty and enhance motivation through engaging content, helping to bridge gaps in language proficiency. In contrast, students who have passed the CET-4, due to stronger self-directed learning abilities and goal orientation, are more likely to opt for structured courses or advanced learning resources, relying less on short videos. This indicates that short videos, in their current design and application, are better designed to meet foundational learning needs, while their functionality in supporting deep and advanced learning remains limited.

4. Educational Implications

This study, by analyzing the gender, grade, and academic performance differences in university students' English short video learning behaviors, reveals the significant role of short videos as a learning tool in English education and provides profound insights for teaching practices.