Recent studies have shown that TikTok has emerged as a preferred platform for language learning among students, owing to its highly engaging and interactive features. Therefore, the present study aims to investigate the effectiveness of integrating TikTok in English speaking classes among university students. To gauge its efficiency, TikTok was used as a platform for conducting an assessment in English speaking classes. A sample of 1200 students from a public university in Malaysia was involved in this study, comprising 600 students from Cohort I and 600 students from Cohort II. The latter cohort had TikTok integrated into their speaking assessment, while the former cohort did not utilise TikTok. A paired-sample t-test was conducted to compare students’ English language performance from these two cohorts. The results revealed a significant difference in students’ performance between the two cohorts, indicating that students’ English language performance improved significantly in Cohort II compared to Cohort I. It was observed that students who had TikTok integrated into their speaking assessment achieved higher scores than students who did not utilise TikTok. Hence, the detailed method employed in this study can serve as a viable option for language educators seeking to enhance their students’ English language proficiency. The method can be utilised as an alternative approach to enhance students’ academic achievements, complementing the findings that emphasise TikTok’s potential as an effective educational tool.
Zolkapli et al. (Wed,) studied this question.