Integration of TikTok in language learning: perceptions of ESL learners / Hazirah Huda Mohd Zuraini, Naginder Kaur and Siti Faridah Kamaruddin

This paper explores the potential of TikTok as a supplementary tool for English language learning among 110 diploma students at a Malaysian public university. The research combined an online survey and interview data to assess the perceived benefits and effectiveness of incorporating TikTok in the ESL classroom. Findings revealed that TikTok offers various advantages but caution is advised against its pervasive use. Although students acknowledge its user-friendly interface and engaging content, recognizing its full potential and risks is also necessary as it is not highly recommended in formal use for language learning. Despite its flexibility of use in terms of time and place, only a limited number of respondents opt for access to real-life language learning resources through this platform. The study suggests that TikTok plays a role in sustaining continuous language learning outside the classroom but falls short of complementing traditional teaching methods due to its emphasis on quick-hit learning rather than in-depth exploration. Instructors are advised to carefully consider the strengths and weaknesses of TikTok before incorporating it into their teaching. Identifying beneficial videos that align with specific learning objectives is crucial, and recognizing TikTok in reinforcing ongoing knowledge, rather than a direct complement to classroom instruction is necessary.