Investigating Students’ Perspectives on the Use of Tiktok as an  Instructional Media  in Distance Learning During Pandemic Era

Afidah, Nurul; Sari, Novi Kumala; Hanifah, Hanifah

doi:10.32764/dinamika.v6i2.1872

Cited by 22 publications

(27 citation statements)

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“…The qualitative findings of the present study first revealed that the participants held a dichotomy of views on the effectiveness of TikTok use in English learning, with one side supposing that making use of TikTok could assist the development of GEP in general and OEP in particular, in contrast to the other side of students stating that TikTok use was of little effect on their English learning. The latter part of the findings raises a suspicious voice that has not been reported in most previous research, which instead has only presented an affirmative view of students and teachers on the effects of TikTok use [21], [23]. To verify the null hypothesis that TikTok use under the umbrella of MALL could improve English proficiency, a quasi-experimental study was conducted.…”

Section: Discussionmentioning

confidence: 89%

“…In acknowledgement that the working mechanisms of TikTok can assist learning, researchers have attempted to supplement classroom teaching with TikTok and presented a favourable picture regarding students' and teachers' perception of this application when used appropriately in formal learning contexts [21]- [23]. Meanwhile, the effects of such a combination have also triggered great research interest.…”

Section: Literature Reviewmentioning

confidence: 99%

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TikTok in Mobile-Assisted English Language Learning: An Exploratory Study

Hu¹,

Du²

2022

IJIET

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Embedded in interactive and participatory Web 2.0 applications, the complex experiences of English as a foreign language (EFL) learners in the digital age have triggered considerable interest in mobile-assisted language learning (MALL). Abundant research notwithstanding, much remains to be explored in MALL, leaving unknown the multifaceted effects of specific technological applications on various aspects of learning. Placed in China’s higher education context, the present mixed-methods study characterised by an exploratory sequential design intends to fill this gap by focusing on TikTok use in EFL learning. The initial qualitative study indicated EFL learners’ contrasting perceptions of TikTok use in formal learning, centring on its possible effects on global language proficiency, speaking proficiency and affective learning typified by motivation for general language learning, motivation to speak English volitionally and willingness to communicate. Further quantitative research demonstrated that MALL, wherein TikTok was used to supplement classroom-based teaching, did not exert the profound effects on language learning as suggested by the qualitative participants and in previous literature and that learners were less motivated for English learning and communication, though their extrinsic motivation in speaking English increased. Despite the contradiction between these findings with previous ones, this preliminary study is assumed to be significant as it necessitates a critical attitude towards MALL in general and TikTok-assisted EFL learning in particular, encouraging researchers to re-examine these issues in different socio-educational contexts and urging educators to ponder whether it is sensible to implement MALL with the assistance of digital applications, and if so, how to make it as efficacious as anticipated.

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Section: Discussionmentioning

confidence: 89%

Section: Literature Reviewmentioning

confidence: 99%

TikTok in Mobile-Assisted English Language Learning: An Exploratory Study

Hu¹,

Du²

2022

IJIET

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“…The studies of Porcher (2021), who has also worked with the platform, report that students consider TikTok videos to help develop grammatical competence. Afidah et al (2021) also showed in their studies that almost 90% of their participating population preferred to study with TikTok videos and that these are better for developing linguistic competence than other types of materials. Aziz and Sabella (2021) also conducted a study that showed more progress in students' grammatical competencies when using TikTok as a teaching tool.…”

Section: Attractionmentioning

confidence: 97%

– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings

2022

ERI Official Conference Proceedings

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Japanese universities are popular destinations for international students. A lot of efforts have been made to provide supporting services and activities to international students such as Japanese classes, counseling and consultation, job hunting and career education, exchange events, summer school, culture experience tours etc. These activities bring satisfaction to international students, which is contributed indirectly as a pulling factor for attracting international students into Japan. However, little has been known about the approaches used by different universities for supporting international students as not many reports are published in English regarding this topic. This study investigates the variety of on campus supporting services and activities provided to international students in Japanese universities and satisfaction of international students as recipients of these services. The literature for review was mainly collected from Japanese sources using Google Scholar. Data was reviewed qualitatively by comparative analysis, comparing approaches applied by different universities with regards to the elements of 300,000 international students plan and other pull factors. The results showed specific approaches, results in providing campus supporting services by different institutions. The results also imply obstacles and potential solutions to the Japanese universities to attract international students.

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“…One study has shown that students have positive attitudes towards the use of TikTok videos as aids in learning English; it helps catch students' attention and in eliminating their boredom, especially in EFL class because of its many interesting features (Afidah et al, 2021). Moreover, its application got 45 million downloads globally during the three-month period which surpassed Facebook and WhatsApp as the most popular app (Huang, 2018).…”

Section: Introductionmentioning

confidence: 99%

TikTok and Grammar Skills in English: Perspectives of English Major Students

Revesencio¹,

Alonsagay²,

Dominguez³

et al. 2022

IJMABER

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This descriptive quantitative study aimed at establishing the advantages and disadvantages of watching TikTok to the English grammar skills development of college education students specializing in English enrolled at a state university in Western Visayas during the second term of the academic year 2021-2022. Field experts validated the researcher-structured questionnaire transformed into the Google form was utilized to gather data online considering the government-imposed restrictions related to the pandemic at the time of instrument administration. Findings revealed that the majority of the respondents are 20-year-old, females, and had an average final grade of between 1.75–1.99 in all the English subjects during the last semester of the preceding academic year. A number of them spend 30 minutes to an hour watching TikTok videos that have English grammar-related content in a day. The majority of them had 3 days per week watching TikTok videos with English grammar-related content. Almost all of them revealed that watching TikTok aids them in discovering and comprehending new words in English. However, there were instances that the TikTok videos instead confuse their grammar use. This implies that watching the TikTok application has a more positive impact on the grammar skills in English of college students than its negligible flaws in the process.

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Investigating Students’ Perspectives on the Use of Tiktok as an Instructional Media in Distance Learning During Pandemic Era

Cited by 22 publications

References 0 publications

TikTok in Mobile-Assisted English Language Learning: An Exploratory Study

TikTok in Mobile-Assisted English Language Learning: An Exploratory Study

– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings

TikTok and Grammar Skills in English: Perspectives of English Major Students

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