The Acceptance of TikTok as a Tool in English Language Learning among University Students

Abstract

TikTok is considered a potential tool for enhancing the development of students’ language skills and proficiency. However, research on the extent of students’ acceptance of using it as a language learning tool is limited. Therefore, this study aimed to examine the level of acceptance of TikTok in English language learning and the factors contributing to the actual use of TikTok among undergraduate students in Malaysia. This study employed quantitative research methodology by disseminating a 32-item questionnaire to 200 undergraduate students at a public Malaysian university via a Google Form link. Sections A, B, C, D, E, and F of the questionnaire sought responses on the demographic profile, perceived usefulness, ease of use, attitudes, behavioural intention, and actual use of TikTok in English language acquisition, respectively. The findings revealed that the average scores for the individual items and the overall scores for each component being studied were within the range of 3 to 4.1 on a 5-point Likert scale. This result indicated that the student’s level of acceptance was above average. Students’ behavioural intentions were also found to be the most significant factor in determining whether or not TikTok was used for English language instruction. Students acknowledged the use of TikTok in English language learning, suggesting that it could be used as a pedagogical instrument in English language classrooms. Consequently, the findings highlight TikTok’s potential as a language learning tool in English language courses, as it strengthens educational platforms and enhances instruction by giving students more ways to learn languages.