EXPLORING EFL STUDENTS’ PERCEPTIONS OF TIKTOK FOR ENGLISH LEARNING
Keywords:
Students' perception, English Learning, EFL, digital literacyAbstract
This study explored fourth-semester students’ perceptions of TikTok for English learning in the English Education Study Program at Universitas Muhammadiyah Palu. Ten students completed a 15-item questionnaire, and three participated in semi-structured interviews. Questionnaire responses were summarized using frequencies and percentages, while interview data were organized thematically. The findings indicate a generally favorable but conditional perception. Eighty percent of respondents reported using TikTok for learning when they found relevant content, 80% considered English-learning content very easy to find, and all respondents regarded the search feature as helpful. Students valued short audiovisual videos and interactive functions, but reported difficulty filtering content, distraction, advertisements, unstable internet access, and inconsistent creator responses. The study suggests that TikTok may serve as a supplementary resource when students use it purposefully and critically. Because the sample was small and the data were based on perceptions, the findings do not demonstrate improved English proficiency.
References
Abdullah, N. E., Mohamad, F., Ahmad Kamal, M. A., & Mat Isa, I. A. (2023). The acceptance of TikTok as a tool in English language learning among university students. Arab World English Journal, 14(3), 445–461. https://doi.org/10.24093/awej/vol14no3.29
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cahyono, A. O. M., & Perdhani, W. C. (2023). Using TikTok in EFL class: Students’ perceptions. Journal of English Education and Teaching, 7(1), 59–77. https://doi.org/10.33369/jeet.7.1.59-77
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Fauziah, A., & Pratolo, B. W. (2025). Students’ views of TikTok as an English language learning resource: A qualitative approach. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(1). https://doi.org/10.24256/ideas.v13i1.5387
Fokatea, M. R., & Widagsa, R. (2024). Learning English from TikTok: A qualitative case study. Journal of English Language Teaching and English Linguistics, 9(2). https://journal.upy.ac.id/index.php/eltics/article/view/6950
Jannah, A. R., & Rizal, D. (2024). EFL students’ perceptions of TikTok as a pedagogical tool for enhancing speaking skills. English Focus: Journal of English Language Education, 7(2), 93–109. https://englishfocus.upstegal.ac.id/index.php/efj/article/view/171
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Kukulska-Hulme, A. (2020). Mobile-assisted language learning. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics. Wiley-Blackwell.
Mohd Zuraini, H. H., Kaur, N., & Kamaruddin, S. F. (2024). Integration of TikTok in language learning: Perceptions of ESL learners. Journal of Creative Practices in Language Learning and Teaching, 12(1), 183–205. https://doi.org/10.24191/cplt.v12i1.2711
Novitasari, N., & Addinna, A. (2022). Students’ perception on the use of TikTok for learning English. Journal of English Language Teaching, 11(4), 566–579. https://doi.org/10.24036/jelt.v11i4.119484
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE.
Pratami, W. G., & Syafryadin. (2023). The students’ perceptions by using TikTok as a media learning English. Journal of Development and Innovation in Language and Literature Education, 3(1), 48–58.
Pratiwi, A. E., Ufairah, N. N., & Sopiah, R. S. (2021). Utilizing TikTok application as media for learning English pronunciation. International Conference on Education of Suryakancana (IConnects Proceedings), 11(1), 372–382. https://doi.org/10.35194/cp.v0i0.1374
Rusman, D., Kurniawan, D., & Riyana, C. (2011). Pembelajaran berbasis teknologi informasi dan komunikasi. PT Rajagrafindo Persada.
Sari, E. D. P., Lapiana, U. N. B., & Sudaryanto, M. (2022). Strategi belajar bahasa Inggris pada era revolusi digital 4.0 di komunitas Duta Bahasa Provinsi Bangka Belitung. Madani: Indonesian Journal of Civil Society, 4(1), 9–17. https://doi.org/10.35970/madani.v4i1.835
Setiawan, B., Yusuf, A. S., Deviyanto, D., Hamzani, K., & Agustina, Y. (2024). The investigation of undergraduate EFL learners’ viewpoints on employing TikTok as a medium in learning speaking and listening skills. JET (Journal of English Teaching) Adi Buana, 9(2). https://doi.org/10.36456/jet.v9.n02.2024.9221
Suciani, N. K., Sanjaya, I. N. S., Sitawati, A. A. R., & Wariyati, W. (2023). Indonesian EFL students’ perceptions of TikTok utilization in EFL learning. Journal of Applied Studies in Language, 7(2), 181–192. https://doi.org/10.31940/jasl.v7i2.181-192
Syaifuddin, S., Abdi, W. M., Nabilah, A., M. P., D. L., & Lazuwardiyyah, F. (2021). Students’ perception toward the use of TikTok video in learning writing descriptive text at MAN 1 Gresik. Journal of Research on English and Language Learning, 2(1), 16–21. https://doi.org/10.33474/j-reall.v2i1.9017
Wuwungam, K. E., Himpong, M. D., & Lotulung, L. J. H. (2022). Pemanfaatan media sosial TikTok sebagai sarana edukasi bagi mahasiswa. Acta Diurna Komunikasi, 4(2).
Zhai, X., & Razali, A. B. (2021). An overview of the utilization of TikTok to improve oral English communication competence among EFL undergraduate students. Universal Journal of Educational Research, 9(7), 1439–1451. https://doi.org/10.13189/ujer.2021.090710
Published
How to Cite
Issue
Section
Copyright (c) 2025 Moh. Hidayat, Sari Wulandari, Ismail Manangkari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with e-Journal English Language Teaching Society (ELTS) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
