| dc.description.abstract | This study investigates the perceptions of English Education students toward the use of TikTok as a medium for learning English. As digital platforms become increasingly embedded in students’ lives, especially among Generation Z, the potential of informal learning tools like TikTok is gaining prominence. However, little is known about how prospective English teachers perceive and utilize this platform. Therefore, the study aims to explore students’ attitudes toward TikTok and to describe how they incorporate it into their English learning routines.
This qualitative descriptive study involved 12 second-semester English Education students at Universitas Islam Malang. Data were collected through online questionnaires (both closed- and open-ended) and semi-structured interviews with four selected participants. Thematic analysis was used to examine students’ perceptions, preferred content, learning strategies, and the challenges they faced in using TikTok for English learning.
The findings show that students generally hold positive perceptions of TikTok as an enjoyable, flexible, and motivating learning platform. They commonly accessed English content during leisure time, including videos on vocabulary, pronunciation, grammar, and speaking practices. Strategies used included saving and rewatching videos, mimicking pronunciation, taking notes, and interacting via duets and comments. Nonetheless, they also reported facing distractions, fast-paced content, and doubts about the accuracy of some materials.
In conclusion, TikTok demonstrates strong potential as a supplementary English learning tool that fosters autonomous, informal, and engaging learning experiences. However, the effectiveness of its use depends on students’ ability to critically evaluate content and maintain focus on educational goals. With proper digital literacy and guided integration, TikTok can meaningfully support language learning both inside and outside the classroom. | en_US |
