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

This study examines differences in university students' English short video learning behaviors by gender, grade, and academic performance and explored the educational implications. The study involved 219 university students as participants, using a Likert five-point scale to collect data, and statistical analysis was conducted through independent samples t-test and one-way ANOVA. The results showed that gender had no significant impact on university students' use of English short videos, highlighting the universality of short videos. Lower-grade students used short videos significantly more frequently than higher-grade students, reflecting the characteristic needs of different learning stages. Students with lower academic performance showed a significantly higher dependence on short videos than those with higher academic performance. The study recommends designing English short videos tailored to students' learning stages, with basic content for low proficiency learners and specialized content for advanced learners to support personalized learning and educational equity. Future research could further expand the sample size and cover more universities across regions to validate the generalizability of the findings.