<![CDATA[This study explores first-semester students' perceptions of using TikTok as a microlearning platform and examines how it influences their understanding in English as a Foreign Language (EFL) classroom at Ujung Pandang State Polytechnic. With the growing popularity of short-form video content among young learners, TikTok has emerged as a potential tool to deliver concise, engaging, and accessible instructional materials. This research employed a qualitative design, using semi-structured interviews with selected students to gain in-depth insights into their experiences, attitudes,and perceived benefits of using TikTok for microlearning. The interview data were analyzed through thematic analysis, resulting in several key themes. The findings show that students perceive TikTok as an effective supplementary learning tool that enhances their understanding, particularly in vocabulary acquisition,pronunciation exposure, and the simplification of complex materials through short visual explanations. Students reported that the platform's brief and focused content helped maintain attention and improve retention. However, they also acknowledged challenges,such as distractions from non-academic content and the limited depth oflearning that short videos can provide. Overall, students expressed positive views toward the integration of TikTok in EFL learning, indicating that it can support classroom instruction when used appropriately and purposefully. The study concludes that TikTok-based microlearning offers meaningful benefits for beginner-level EFL learners by improving engagement and comprehension, although its effectiveness depends on structured guidance from instructors.]]>
