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

Abstract

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.

Indonesian EFL students’ perceptions of TikTok utilization in EFL learning

“…However, five students did not see that TikTok was effective in promoting their English proficiency. Mixed findings were also evident in the study conducted by Hu and Du (2022). The following are some of the positive views stated by the students in the Hu and Du (2022): "TikTok use can definitely improve my English," "If TikTok is used in my English classes, my English will improve," "I believe my English has improved after using the learning resources on TikTok," "The interactive feature of TikTok can improve my language skills," "I think TikTok is a perfect supplement to my English learning, which can improve my English," "I can learn and improve my English more easily with the help of TikTok in classes" (p. 1315).…”

“…It might not be unreasonable to say that almost all young adults in Indonesia with internet access have TikTok application installed on their smartphones, as evidenced by the large number of active users of the application in this country; in fact, Indonesia has become the second largest TikTok active users worldwide, after the United States (Dzulfaroh, 2023). TikTok, better known as Douyin in China (Kaye et al, 2021;Hu & Du, 2022), is one of the fastest-growing social networking platforms which allows its users to create and view short video content. Like other social media platforms, such as Facebook and Instagram, it is also possible for its users to like, comment, share a video via other social media platforms, and go live.…”

TikTok as a Coping Strategy in Learning English during the COVID-19 Pandemic: Exploring the Acceptance and Usage among Malaysian Undergraduates

“…As shown in Table 7, the popularity of 'English songs' and 'clips from movies or dramas' resonates with studies emphasising the appeal of entertaining content in fostering engagement and language learning (Nadiyah, 2021; Yang, 2020). The substantial engagement in pronunciation practice (63.3%) and grammar explanations (49.2%) suggests a notable shift toward using utilising short-form video platforms like TikTok for educational purposes, especially amidst remote learning conditions (Hu & Du, 2022). Moreover, the variety in content consumption, including vocabulary lessons, everyday English conversations, and writing tips, highlights the adaptability of TikTok as a diverse language learning resource (Nur Ilianis & Berlian Nur Morat, 2022).…”

Usos de TikTok en educación. Revisión sistemática de la aplicabilidad didáctica de TikTok

“…Los trabajos analizados muestran la diversidad de contextos de aplicación posibles: en enseñanza presencial o en línea (Lampe, 2023), en universidad (Escamilla-Fajardo, Alguacil y López-Carril, 2021; Syarifuddin y Sinta, 2022) u otras etapas educativas (Sari et al, 2022); en historia (Yélamos-Guerra, García-Gámez y Moreno-Ortiz, 2022); estadística empresarial (Ding, Xu y Lewis, 2022); química (Hayes et al, 2020); danza (Heyang y Martin, 2022); gimnasia rítmica o fitness (Sari et al, 2022); literatura (Rajan e Ismail, 2022), o enseñanza de idiomas (Dasoo, 2023;Espejel et al, 2022;Gao et al, 2023;Hu y Du, 2022;Tan et al, 2022). Asimismo, evidencian sus diferentes aplicaciones didácticas, a las que aludiremos a continuación.…”

“…El uso de TikTok debe ser impulsado desde las propias organizaciones, al considerar TikTok como una herramienta de aprendizaje en sus currículums y planes de estudio que puede ayudar a los educadores a alcanzar mejor los objetivos de enseñanza y a promover eficazmente la motivación (Gao et al, 2023). Si docentes y estudiantes no se involucran en actividades basadas en Tik-Tok, se despiertan reservas entre ellos acerca de su valor educativo (Hu y Du, 2022). TikTok está alineado con los intereses de los estudiantes, por lo que tiene sentido favorecer experiencias educativas, con sentido pedagógico y objetivos claros y apropiados (Espejel et al, 2022), donde TikTok sea esencial sin caer en su uso por diversión o porque es tendencia (Escamilla-Fajardo et al, 2021).…”