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All Journal Journal of English Teaching, Literature, and Applied Linguistics e-Journal of ELTS (English Language Teaching Society)
Moh. Hidayat
Universitas Muhammadiyah Palu
Education Languange, Linguistic, Communication & Media

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EXPLORING EFL STUDENTS’ PERCEPTIONS OF TIKTOK FOR ENGLISH LEARNING Moh. Hidayat; Sari Wulandari; Ismail Manangkari
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6920

Abstract

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.
TikTok-Mediated English Language Learning: Exploring Students’ Experiences and Perceived Benefits Moh. Hidayat; Ismail Manangkari; Sari Wulandari
Jetlal Vol 10 No 2 (2026): Journal of English Teaching, Literature, and Applied Linguistics
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v10i2.12601

Abstract

TikTok has become a widely accessible short-video platform that may extend English learning beyond formal classrooms, yet students’ everyday experiences and perceived benefits require closer qualitative attention. Previous studies often emphasize learning outcomes or patterns of use, while fewer studies examine how learners themselves describe the ways TikTok supports and shapes their English learning practices. This study explores students’ experiences of using TikTok for English language learning and identifies the benefits they perceive from this practice. The manuscript is structured as a qualitative descriptive study using semi-structured interviews and reflective accounts from university-level EFL students who regularly engage with English-language or English-learning content on TikTok. Data are analyzed thematically. The analysis is organized around accessible English input, vocabulary and pronunciation development, engagement and learning autonomy, and interaction and creative participation, while also recognizing distraction, uneven content quality, and fragmented learning. TikTok can function as a complementary informal learning environment when learners critically select content and connect platform-based exposure with purposeful language practice.
Co-Authors Manangkari, Ismail Sari Wulandari