EFL Learners’ Experiences in Using Tiktok to Enhance Pronunciation and Speaking Fluency
DOI:
https://doi.org/10.56832/edu.v5i3.1823Keywords:
EFL, Pronunciation, Speaking FluencyAbstract
This study explores how English as a Foreign Language (EFL) learners use TikTok to improve their pronunciation and speaking fluency. Recognizing the growing influence of social media in education, the research investigates the ways in which students integrate TikTok into their language learning practices. A descriptive qualitative design was employed to capture students’ lived experiences. Nine undergraduate students from AMIK ITMI Medan participated in semi-structured interviews and shared their TikTok-based speaking activities. Data were analyzed thematically to identify recurring patterns and insights. The findings reveal that TikTok serves as a practical and engaging tool for developing oral skills. Students used short video features to imitate native speakers, repeat expressions, and refine their pronunciation through multiple recordings. The process also improved their fluency as repeated performance reduced hesitation and increased speech confidence. Moreover, the platform’s interactive and entertaining nature fostered motivation, enjoyment, and a sense of achievement. Despite these benefits, some challenges were noted, including distractions from non-academic content, the use of informal language, and technical barriers. In conclusion, the study demonstrates that TikTok can function as an effective supplementary platform for EFL speaking practice. It provides authentic exposure, encourages self-directed learning, and enhances motivation in a low-pressure environment. The results suggest that teachers should guide students in purposeful use of TikTok, balancing creativity with structured learning objectives to maximize its pedagogical value.
References
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2022). Boredom in online classes and its impact on EFL learners’ engagement and achievement. Journal of English Language and Literature Studies, 12(1), 1–16. https://doi.org/10.5539/ells.v12n1p1
Dwivedi, Y. K., Ismagilova, E., Hughes, L., Carlson, J., Filieri, R., Jacobson, J., Jain, V., Karjaluoto, H., Kefi, H., Krishen, A. S., Kumar, V., Rahman, M. M., Raman, R., Rauschnabel, P. A., Rowley, J., Salo, J., Tran, G. A., & Wang, Y. (2022). Setting the future of digital and social media marketing research: Perspectives and research propositions. International Journal of Information Management, 59, 102168. https://doi.org/10.1016/j.ijinfomgt.2020.102168
Huang, Y. T. (2022). Integrating TikTok into English learning: Students’ perceptions and experiences. Journal of Educational Technology and Online Learning, 5(2), 123–135. https://doi.org/10.31681/jetol.987654
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218. https://doi.org/10.1111/bjet.12580
Kusumawati, Y., & Widyaningrum, L. (2022). TikTok as a medium to improve students’ speaking skills. English Education: Jurnal Tadris Bahasa Inggris, 15(2), 151–166. https://doi.org/10.24042/ee-jtbi.v15i2.12961
Liu, H., & Zhang, Y. (2023). Exploring the role of TikTok in EFL learners’ speaking fluency development. Journal of Language and Education, 9(2), 56–70. https://doi.org/10.17323/jle2023.14039
Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707. https://doi.org/10.1016/j.iheduc.2019.100707
Manca, S. (2021). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707. https://doi.org/10.1016/j.iheduc.2019.100707
Putri, A. N., & Dewi, F. (2022). TikTok for EFL speaking practice: Students’ perspectives. Journal of English Language Teaching and Applied Linguistics, 4(2), 45–56. https://doi.org/10.32996/jeltal
Rahman, A., & Kamil, I. (2021). Digital storytelling through TikTok to improve speaking skills of EFL learners. TESOL International Journal, 16(4.1), 95–108.
Rashid, S., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Syahrial, S., & Haryanto, H. (2023). Exploring TikTok as a digital tool to enhance EFL students’ speaking performance. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(1), 77–92. https://doi.org/10.21093/ijeltal
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Y., & Chen, N. S. (2020). The role of social media in second language learning: A review of recent trends. International Journal of Emerging Technologies in Learning (iJET), 15(13), 120–136. https://doi.org/10.3991/ijet.v15i13.14467
Yunus, M. M., & Ang, W. S. (2021). Integrating TikTok in English language learning: Students’ perceptions and experiences. International Journal of Interactive Mobile Technologies (iJIM), 15(20), 144–157. https://doi.org/10.3991/ijim.v15i20.24543
Zhang, D., & Zou, D. (2021). Twenty years of mobile assisted language learning: A meta-analysis of effectiveness. ReCALL, 33(1), 36–56. https://doi.org/10.1017/S0958344020000211
Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning: Where are we and where are we going? Computer Assisted Language Learning, 34(5–6), 751–777. https://doi.org/10.1080/09588221.2019.1640745
