Jul 2026· Journal of Educational Research· 0 citations
Abstract
The rapid development of digital technology has transformed language learning by providing students with more interactive and engaging learning media. Among various social media platforms, TikTok has gained increasing attention as a potential educational tool due to its short-form video content and widespread popularity among adolescents. This study aimed to examine students' perceptions of the use of TikTok in vocabulary learning. Specifically, it investigated the extent to which TikTok contributes to vocabulary acquisition and retention, influences students' learning motivation, and identifies the challenges encountered when using the platform as a learning medium. A descriptive quantitative research design was employed involving 30 eleventh-grade students at SMA Negeri 7 Purworejo, Indonesia. Data were collected using a Likert-scale questionnaire distributed through Google Forms and analyzed using descriptive statistics, including mean scores and percentages. The findings revealed that students perceived TikTok as an effective medium for vocabulary learning because it enhanced their motivation and learning engagement compared with conventional teaching methods. However, several challenges were identified, including distractions from entertainment content and difficulties in finding relevant educational materials.
The growing use of social media has transformed the way students learn English as a Foreign Language (EFL). Among various platforms, TikTok has emerged as a popular tool that provides engaging and accessible learning content. This study aimed to investigate students’ perceptions of TikTok as an English learning tool and examine its influence on their motivation to learn English. The study employed a mixed-methods approach, combining quantitative and qualitative data collection techniques. Quantitative data were gathered through an online questionnaire, while qualitative data were obtained through semi-structured interviews with students. The findings revealed that students generally held positive perceptions of TikTok for English learning. Approximately 65%–80% of participants agreed that TikTok is useful, accessible, and easy to use for learning English. Students reported that TikTok helped them improve vocabulary, pronunciation, and language exposure through authentic and engaging content. In terms of motivation, around 70% of participants indicated that TikTok increased their interest and encouraged them to engage more actively in English learning activities. Interview results further showed that TikTok’s entertaining content, short-video format, and personalized recommendations contributed to a more enjoyable and flexible learning experience. Although some students identified distractions from non-educational content, the overall findings suggest that TikTok can serve as an effective supplementary learning resource that enhances both students’ perceptions and motivation in learning English.
Tutut Alawiyah, Nada Syauqia Romansya, Naf’an Tarihoran· Teaching English as a Foreig...· 0 citations
Short-video platforms have become an important part of young people's media consumption, raising interest in their potential as learning tools. This study explores the challenges and opportunities of using TikTok as a learning medium at SMK Yuppentek 2, a vocational high school in Tangerang, Indonesia, using a descriptive qualitative approach. Data were collected through in-depth interviews with ten informants, supported by observation and documentation, and analyzed using the Miles and Huberman interactive model with source and method triangulation. The findings show that students mainly perceive TikTok as an entertainment platform. The main challenges include algorithm-driven distractions, limited depth of short-form content, unequal internet access, and the lack of systematic classroom integration. Despite these limitations, TikTok supports vocational skill demonstrations, self-directed learning, creativity, digital literacy, and school promotion. Viewed through the distinction between gratifications sought and gratifications obtained, the findings indicate that TikTok's educational value depends on its ability to meet students' learning motivations and expectations. Therefore, TikTok has the potential to serve as a complementary learning medium in vocational education when supported by appropriate instructional strategies.
Alamsyah Riky Wardana, Feri Johansah, Arrum Dara Efda· Journal of Education and Tea...· 0 citations
Learning vocabulary is an important part of mastering English because it helps students understand information and communicate more effectively. Today, many EFL students use social media not only for entertainment but also as a learning resource. One of the platforms that has gained attention is TikTok, which provides various English learning videos that students can access anytime. This study aimed to investigate EFL students' perceptions of using TikTok as a self-directed vocabulary learning tool. A descriptive quantitative design was employed involving 33 undergraduate EFL students. The data were collected through an online questionnaire consisting of 25 statements measured using a five-point Likert scale. The responses were analyzed using descriptive statistics by calculating the mean score for each perception dimension. The results showed that the cognitive dimension obtained the highest mean score (M = 3.85), while both the affective and conative dimensions obtained a mean score of 3.54. All three dimensions were categorized as Agree, indicating that students generally had positive perceptions of using TikTok for independent vocabulary learning. The findings suggest that TikTok can support vocabulary learning by providing flexible access to learning materials, increasing students' interest in learning English, and encouraging them to learn more independently. Therefore, TikTok can be used as a supplementary learning resource to complement English learning inside and outside the classroom.
The findings indicate that most students perceive their vocabulary proficiency to be at the beginner level and demonstrate a strong need for contextualized vocabulary learning supported by multimedia features.
Nurismi Nurismi, A. Aini, Nur Hidayanto Pancoro Setyo Putro et al.· IJORER : International Journ...· 0 citations
Online Vocabulary Learning Tools (OVLTs) have spread rapidly among adolescent learners, yet the evidence base is concentrated on university populations and Western settings, leaving the self-directed practices of Vietnamese lower secondary students undocumented. This study describes the habits, attitudes and perceived effectiveness of OVLTs among Grade 7 and Grade 8 students at a provincial public school in Dong Nai, Vietnam. A quantitative-dominant mixed-methods design was used. A researcher-developed questionnaire — which separates dedicated vocabulary applications from general-purpose platforms repurposed for vocabulary learning, and separates perceived usefulness from perceived effectiveness at the measurement stage — was administered to four intact classes (172 distributed, 165 valid, 95.9%), and nine students were interviewed. Of the respondents, 145 (87.9%) reported prior OVLT use. General-purpose platforms dominated: online dictionaries (82.8%), YouTube (71.7%) and TikTok (64.8%) were used more widely than the leading dedicated application, Quizlet (58.6%), and significantly more often (M = 3.88 vs 3.27; Wilcoxon z = 5.47, p < .001, r = .53). Sessions were short: 71.7% of users typically studied for 15 minutes or less. Attitudes were positive on all three facets — perceived usefulness (M = 3.96), perceived ease of use (M = 3.92) and affective attitude (M = 3.86) — yet frequency was only moderate and correlated weakly with attitude (r = .21). Perceived effectiveness was ordered efficiency (M = 3.86) > retention (M = 3.79) > academic improvement (M = 3.65), and rose with usage frequency (r = .46, p < .001). Contextual conditions were consequential: digital distraction was the highest-rated contextual item (M = 3.88) and 20.6% of respondents lacked unrestricted device access. The findings position the teacher, rather than the tool, as the pivot between abundant informal exposure and deliberate vocabulary learning, and illustrate the limits of the Technology Acceptance Model when applied to early adolescents.
Loc Trung Nguyen, Ái Huỳnh· International Journal of Adv...· 0 citations
Digital platforms are increasingly transforming how vocational students practise English speaking beyond conventional classroom interaction. However, limited empirical attention has been given to how social media-based learning and learning management systems jointly support English for Specific Purposes (ESP) speaking practice in technical education, particularly among Mechanical Engineering students. Addressing this gap, this study examined students’ perceptions of TikTok and Edlink as complementary platforms for ESP speaking practice and investigated whether satisfaction with speaking progress predicted their intention to continue using digital speaking platforms. A descriptive quantitative design, supported by students’ reflective responses, was employed with 60 Mechanical Engineering students at Banjarmasin State Polytechnic. Data were collected through a 34-item Likert-scale questionnaire and analysed using descriptive percentage analysis, simple linear regression, and ANOVA. The findings showed that students’ overall perceptions were predominantly neutral, with only one item, motivation to complete speaking tasks through TikTok compared with traditional classroom activities, reaching a high category. TikTok was perceived as useful for increasing motivation, confidence, and willingness to practise speaking, while Edlink was valued for its structured learning pathway, task organization, feedback, and academic alignment. Regression analysis revealed that satisfaction with ESP speaking progress significantly predicted continuance intention, explaining 58.4% of the variance in students’ intention to keep using digital platforms. This study offers an original contribution by positioning TikTok and Edlink not as competing tools but as complementary components of a blended ESP learning ecosystem, with implications for designing more engaging, structured, and sustainable speaking instruction in vocational higher education.
R. Ningsih, Elsa Rosalina, V. Umar et al.· Utamax Journal of Ultimate R...· 0 citations
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