TikTok as a learning strategy for English language proficiency in higher education

Abstract

TikTok is used as an innovative language learning tool to improve fluency in English, favoring communication and grammar skills among university students. The study shows the analysis of video creation with seven specific tasks, namely: cultural investigations, personalized vocabulary speeches, grammar-focused discussions, role-play conversations, oral reading reports, listening comprehension and grammar explanations. The students created the TikTok videos and interacted with their peers; and these were used as part of the assessment of their subject. For data collection, a questionnaire was designed and included, in addition to conducting focus groups to collect information about the experience of its implementation. The results indicate that TikTok videos, as short lessons, integrate seamlessly into students' academic routines, allowing for error correction, grammar and vocabulary practice, improved pronunciation, increased confidence in speaking English, and quick class review. It is suggested that optimal recording conditions and creative effects be taken into account, respecting the privacy of those who create it. In conclusion, TikTok is considered to be a valuable tool to improve English language proficiency, promotes creativity, critical thinking and understanding of concepts. It is suggested that research be continued to explore long-term impacts.