An Exploration of TikTok Videos’ Engaging Features Among the Malaysian Secondary School Teachers in The ESL Classroom

An Exploration of TikTok Videos’ Engaging Features Among the Malaysian Secondary School Teachers in The ESL Classroom

Najibah Nasruddin*, Azlina Abdul Aziz, Hanita Hanim Ismail

Centre of Innovative Studies in Learning and Teaching, Faculty of Education, University Kebangsaan Malaysia

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0060

Received: 20 January 2025; Accepted: 27 January 2025; Published: 27 February 2025

ABSTRACT

This study explores the engaging features of TikTok videos created by Malaysian secondary school teachers for English as a Second Language (ESL) instruction. With TikTok’s growing prominence as an educational tool, particularly in language learning, this study aims to identify the key characteristics that contribute to the virality and effectiveness of ESL-related content on the platform. This paper is part of an on-going study that seeks to develop a structured framework that integrates pedagogical strategies, language learning objectives, and engaging content creation techniques to enhance English language learning through TikTok. The research adopts a qualitative methodology, employing in-depth exploratory interviews with four Malaysian ESL teachers who have gained significant traction on TikTok. The participants, selected based on their high engagement rates, provided insights into their content creation process, motivation and the features that drive video virality. Thematic analysis of the interviews identified several key features contributing to an engaging ESL TikTok video. These include fun and interactive content, societal relevance, trending topics, audience-driven requests and the incorporation of local dialects to make learning more relatable. Additionally, factors such as the educator’s personality, voice intonation and the use of humour and emotion were found to play a crucial role in maintaining viewer engagement. The findings of this study have significant implications for ESL educators and content creators, highlighting the importance of aligning educational content with entertainment-driven engagement strategies. By understanding what makes ESL TikTok videos effective, teachers can harness social media as a powerful tool for language acquisition. Future research should focus on expanding the sample size and refining a comprehensive framework to guide educators in creating engaging and pedagogically sound TikTok content for ESL learners.

Keywords: Educational Content, Virality, ESL Content, TikTok Videos, Engaging Features.

INTRODUCTION

The use of TikTok as a tool for teaching English language has gained acceptance in recent years. TikTok has emerged as a widespread platform for language learning due to its engaging nature and the ability to create short, interactive videos that facilitate language practice and communication (Xiuwen & Razali, 2021). This trend has been further accelerated by the COVID-19 pandemic, which has led to an increased reliance on technological tools for education, making the TikTok platform more prominent in language teaching (Zhen et al., 2022).

Studies have shown that TikTok can be an effective tool for improving English as a second language (Mei & Aziz, 2022), such as vocabulary acquisition and speaking proficiency (Roshdi & Rahmat, 2023). The platform’s interactive features, such as the duet challenge, have been used to enhance conversation skills, and engage learners in language practice (Zhen et al., 2022). The use of TikTok in education has also been found to increase motivation among students, making the learning process more enjoyable and dynamic (Alauddin, 2023; Liu, 2023).

As TikTok continues to grow as a platform for educational content, it is essential for content creators, educators

educators educators and researchers to critically evaluate the value and reliability of information shared to ensure effective and precise learning experiences. Although evidence have been reported of the feasibility of using TikTok as a learning medium, with high acceptance rates among students for incorporating TikTok into the education setting (Pratiwi et al., 2021), there have also been concerns about inconsistent quality of the education content on TikTok (Liu, 2023) and meagre scholarly attention on how language teachers utilise social networking sites (SNSs) to create pedagogical content for learners (Aslan, 2024).

Considering a significant gap of a structured framework for creating TikTok videos for teaching English to second language learners, this study focuses on identifying the significant features of engaging ESL TikTok videos among secondary school students in ESL teaching and learning that can lead to its virality. This paper is developed based on an on-going study that aims to develop a framework of engaging ESL TikTok videos for Malaysian secondary school teachers. It also aims to effectively integrate language learning objectives, pedagogical strategies and attractive content creation design to harness the power of TikTok to enhance English language learning.

LITERATURE REVIEW

In the ever-evolving landscape of social media, Gen Z has embraced TikTok as one of their favourite social media platforms (Syah et al., 2020). Launched in 2016 by ByteDance, TikTok has swiftly become a global sensation, redefining the way individuals engage with short-form video content, captivating users across the globe with its unique blend of creativity, community and cultural influence (Fiallos et al., 2021). TikTok’s significance lies in its ability to shape and influence contemporary culture (Azman et al., 2021). The platform has become a breeding ground for trends, challenges, and viral content that instantaneously permeate mainstream culture, reflecting its impact as a cultural force (Nath & Badra, 2021). The ‘viral’ term may be referred to quick, sharable content from one to another. ‘Viral video’ may be defined as the widespread of popular video with at least 100,000 views and rapidly shared with others through email, instant messaging and media-sharing websites (Wallsten, 2010). Additionally, the platform’s unique features, such as music integration, creative effects and a user-friendly interface, contribute to the creation of innovative content formats (Awang et al., 2022). In other words, this has not only redefined social media but also influenced content creation on other platforms. It has been revealed that users spend an average of 52 minutes daily on TikTok, showing its broad appeal and consistent utilisation (Nsahlai, 2020). As a global user base in over 150 countries, it has become one of the most downloaded applications (Savic, 2021). This pervasive usage highlights the need to explore TikTok as a potential educational tool given its captivating nature and ability to hold Gen Z users’ attention. This study attempts to identify the significant features of ESL TikTok videos that lead to a viral and engaging video.

Characteristics of Viral and Engaging Videos

As pedagogical resources, videos have been successfully used to present multiple sources of information in traditional, hybrid and online classrooms. The use of these resources creates the opportunity for learners to be surrounded by visual images, sound effects and written text at the same time (Schmerbeck & Lucht, 2017), allowing them to experience and understand the content in a more relaxed and effective way (Hung, 2016). It can also help overcome differences in the performance of learners with different learning profiles and promote more inclusive activities (Campoy-Cubillo, 2019; Zhang, Lucas & Pedro, 2022).

Ellis and Childs (1999) discovered that students lost interest after viewing 15-minute video segments and suggested using shorter video clips. Lagerstrom, Johanes and Ponsukcharoen (2015) indicated that “the rule of thumb for maximum video length should be between 12 and 20 minutes.” Prober and Khan (2013) successfully used online videos shorter than 10 minutes to enable students learn new concepts in their own time. In addition to that, regardless of total video length, Guo, Kim and Rubin (2014) reported that the median engagement time was no more than six minutes, and that the shortest video with less than three minutes had the highest engagement (Zhang, Lucas & Pedro, 2022).

Pirouz et al. (2015) observed that content featuring humour, surprise, or shock tends to generate higher viewership. Furthermore, videos that elicit strong emotional reactions have a greater likelihood of achieving viral status (Guadagno et al., 2013). Research by Izawa (2010) and Unruly (2015) suggests that viral videos typically contain elements that are entertaining, informative, or emotionally powerful. Additionally, they often align with current trends or events, resonate with individuals’ altruistic tendencies, facilitate self-expression, promote social interaction, or evoke a sense of appreciation among viewers. Unruly (2015) further categorised the emotional responses commonly associated with viral content, distinguishing between positive and negative emotions. Positive emotions include warmth, happiness, humour and surprise, whereas negative emotions encompass confusion, contempt, anger and disgust. Collectively, existing research underscores the critical role of emotional engagement in driving video virality by fostering increased sharing and viewership. West (2011) also examined key attributes that contribute to a video’s viral potential. According to Dianthe and Iskandar (2016), these attributes include video duration, comedic elements, irony, surprise, musical components and the presence of well-known personalities.

On the other hand, engagement in social media refers to the active participation and interaction within online platforms (Evans, 2010).

RESEARCH METHODOLOGY

Based on an on-going study, this paper focuses on identifying the significant features of engaging ESL TikTok videos among the Malaysian secondary school teachers. This study uses a qualitative research approach, in which four in-depth exploratory interviews were conducted (refer to Table 1). One interview was conducted via face-to face, while the other three interviews were conducted via online platform. The range of time taken for each interview was between approximately 40 minutes to an hour with an average time taken was 57 minutes. Table 1 describes the background of the participants, which shows a huge gap in terms of achievements, total number of followers and total number of gaps between Sir Azlan and the rest of the informants.

Table 1: Background of Informants

Pseudonyms are used in place of the participants’ real names.

These exploratory interviews began with initial questions of introductory in nature, aiming to identify the impetus that drives the participants’ decision to use TikTok as a platform of teaching and learning English.  The interviews also intended to determine the participants’ experiences in the process of creating the content, the rationale behind their motivation in creating the videos as well as identifying the significant features of the TikTok videos that drives its virality. The participants were selected based on their videos’ popularity particularly with high numbers of followers and likes. This study undertook a rigorous process to identify potential participants, which involved considerable effort in persuading and reaching out to them. Although these tasks presented challenges, the study successfully conducted a face-to-face interview with Sir Azlan, one of Malaysia’s most prominent TikTok educators. With 1.2 million followers and 32.3 million likes, Sir Azlan’s influence surpasses that of other informants and his insights provide valuable and meaningful contributions to this research.

RESULTS AND ANALYSIS

All four in-depth interviews were transcribed. Several themes were developed from the transcriptions leading to the emergence of several significant features of an engaging ESL TikTok video. The following present the significant features supported by quotations obtained from the transcriptions generated from the interviews.

Fun Video Content

The findings from the interviews emphasise the importance of ESL teachers incorporating activities that are enjoyable and engaging for students, rather than solely selecting activities based on their own preferences. The results suggest that the development of engaging and entertaining video content can enhance the learning experience and contribute to more effective ESL instruction. As stated by Sir Azlan:

“I finally checked out TikTok when I knew that my students like to watch TikTok. I found there are a lot of educational TikTok videos, like – like, English. But they’re the same – the same kind of TikTok, like, advanced English, right? So…how to do this, how to do that, right? So, I was thinking, like, why not, with my expertise, with my knowledge, and my experience, why not I do the same thing, but with my students? So, that my students can participate, right? They – they love TikTok, so seeing themselves in TikTok with their teacher – it’ll be, like, something fun, it’s just, like, it’s just us! Right? [turns to talk to student beside him] Just for fun, isn’t it?”

Societal Reflected Content 

Sir Azlan initially intended to create video content specifically to address his students’ pronunciation errors. However, the video gained widespread attention as the pronunciation mistakes it highlighted were also commonly made by the general public. Consequently, the video’s popularity extended beyond its original educational purpose, as viewers recognised their own errors and engaged with the content. The findings of this study suggest that content that resonates with audiences’ personal experiences and behaviours is more likely to attract attention. For instance, Sir Azlan noted that pronunciation learning videos have generated significant public interest, as many viewers were unaware that they were making similar mistakes.

“In my videos, it is not just pronunciation…we have, like, uh…. more of, like, verbs, vocab – new vocabs that they can use, right?  But, uh, the one that got attention was the pronunciation, uh…and how is it – I think the reason why people were so interested, because, um…they see themselves – or should I say, like, it’s the common mistake that people do. I thought it was just my students; I ask them, ‘How do you pronounce “debut”? “Rendezvous”? “Ren-dey-vow”,’ or whatever, right? So, when I made that video, it seemed like the whole Malaysia are having the same problems, like, ‘Oh, I also pronounce it like that, I also pronounce it –’ uh, what, ‘not in a correct way,’ ha…so, that’s how, the – the ‘wow’ factor – it got into people, so people realised that, uh…this is the way how it’s supposed to be pronounced correctly, right?”

Content Based on Current Issues

The interview findings also indicated that generating a high number of ‘likes’ and ‘views’ can be achieved by creating content that aligns with current issues and trending topics. As emphasised by Ms. Zahra:

“(One time) there was an incident where my views dropped, (and continued to) drop, drop, drop. So I tried to find ways to increase the ‘views’ again.  So, one of the ways that we tried to explore was to write comments or create content based on current issues; we can see, sometimes, many viewers will comment, and comment on the video content…”

Similarly, Mr. Faiz follows a comparable approach by tailoring his TikTok video content to align with the school calendar. For instance, during the SPM examination period, he typically produces content related to the SPM exams. This strategy helps him attract a significant number of ‘views.’ As indicated by Mr. Faiz:

“…that time was during the SPM examination, (so) I created my TikTok content related to the SPM examinations…”

Content Based on Follower’s Request

Ms. Zahra emphasised that content creators who are customer oriented would typically make an effort to accommodate the requests and preferences of their followers. As indicated by Ms. Zahra:

“There are followers who commented that they want (content as such), ‘Can you make this content, teacher?’ Thus, I will take that as an idea. Then, I’ll realise, ‘Oh, the    students want to know (more) on this,’ so, I will incorporate it in my video. For example, there are students or users (who may) want content on grammar. So, I will explain (content) on grammar, even if the content is simple, like, uh…present tense, because people also (get) confused (with) ‘was’ and ‘were’ right? Sometimes, people also get confused with simple things, like, nouns that have ‘s’ is plural, like verbs with ‘s’. For example, ‘she walks’ for, um, singular verbs…right? Sometimes, we are surprised that people want simple (content), and they want to see that in the video. For example, recently, I created a video on the right use of ‘shower’ and ‘bathe’ (in shower). But, wow! It got a lot of comments (on the usage of the phrase). I didn’t know that (such) simple phrases (could) create confusion among the people.”

Incorporating Local Dialect in ESL Learning

The interview results indicated that learning in a relaxed environment tends to attract more viewers to the videos, as reflected by the high number of likes the videos receive. Ms. Zahra shared her experience of teaching English using her local dialect which created a more relaxed environment. For students from rural areas whose first language is not English, learning entirely in English can be challenging and overwhelming. By incorporating the local dialect, Ms. Zahra created a more comfortable and engaging learning environment, which facilitated better understanding and increased interest in learning English.

“I thought, ‘Why don’t I teach English in Malay; not ordinary Malay, but Malay in the Kedah dialect?  Something like that. So, that’s the one (thing) that I highlighted in my videos; yes, I speak Malay but I teach them English…we try to speak in the Kedah dialect, but we teach English…something like that, because we want to serve those who would like to learn English, but (may) feel that learning (entirely) in English is too much for them; they don’t understand. So, we want to get close to those who want to learn English, but (we would approach them) in a relaxed environment, like (the video where) we teach English using Kedah dialect…so, among the first videos that got a very high (engagement) was the one where I showed the idiom in English, and I explained the meanings and the usage in Malay, something like that…”

Informative Content

Mr. Faiz emphasised that informative content plays a critical role in making a “TikTok video go viral.” This is because informative content offers valuable information to viewers, who are typically drawn to videos that meet their informational needs. As a result, such videos are more likely to be shared widely by viewers with their friends or the public, increasing their potential to “go viral.” According to Mr. Faiz:

“It (TikTok video) must be informative, that’s number one. (One where) people can relate to the video. Coincidentally, at the time, (with) my first viral video, it (occurred) during the MUET exam. I didn’t know anything about (creating anything for it to go) viral. I just created the video. I just taught (the students) like how I (normally do) in the class. Then, it went viral, and I was surprised! ‘Okay, thank God, I didn’t get any (criticism/backlash).’ (Most importantly) I got to share knowledge with so many people. No haters, (I’m) relieved.”

Cheerful Personality

Teachers who intend to create TikTok videos, particularly those targeting students as their audience, should present a cheerful, smiling, and positive demeanour. This characteristic is essential for capturing the viewers’ attention and encouraging them to engage with the content. In contrast, a sad or unhappy expression may convey a negative tone, making the video less appealing and engaging. A cheerful demeanour from the teacher helps to create a positive atmosphere, which can enhance viewer receptivity. As explained by Mr. Faiz:

“Number two, (the most important factor is) how you present yourself. No matter how I feel during that day, whenever I enter a class, I change my face. I automatically become cheerful. So much so that the students and teachers call me the ‘cheerful teacher’; I (even) won ‘The Cheerful Teacher’ award last year! Yeah, ‘cheerful teacher’, (they never) know how I’m feeling. I never show.”

Right Voice Intonation

Using appropriate intonation while speaking in the video is essential for effectively conveying the content and encouraging viewers to remain engaged throughout the video. A monotonous or flat tone would fail to emphasise the significance of the message, potentially leading to reduced viewer interest and engagement. As stated by Mr. Faiz:

“It depends on how you talk; (your) intonation while you speak is important. [Mimicking a flat tone, without any enthusiasm] Would you like me to talk like this?”

DISCUSSION AND CONCLUSION

Pirouz et al. (2015) observed that content incorporating humour, astonishment or disgust tends to attract a larger audience. Additionally, videos that elicit strong emotional reactions are more likely to achieve viral status (Guadagno et al., 2013). Several key factors contribute to the virality of video content, including entertainment value, informativeness, relevance to contemporary trends or events and the ability to fulfil audience desire for self-expression, social connection and appreciation (Izawa, 2010; Unruly, 2015). Unruly (2015) further highlighted that viral videos typically evoke both positive and negative emotional responses. Positive emotions, such as warmth, happiness, humour and surprise as well as negative emotions, including confusion, contempt, anger and disgust are commonly present in viral content. Collectively, prior research emphasises the crucial role of emotions in driving video virality as emotionally engaging content tends to generate more shares and higher view counts. West (2011) also examined the key attributes that contribute to a video’s viral potential. According to Dianthe and Iskandar (2016), these attributes include video duration, humour, irony, surprise, musical elements and the presence of celebrities. Consistent with previous studies, the present research identified four key characteristics of engaging ESL content in TikTok videos created by Malaysian secondary school teachers.

Cultural Insight

Integrating culturally relevant content and incorporating local dialects in ESL instruction are significant factors contributing to the popularity of TikTok videos for language learning. These elements also introduce an unintended humorous dimension to English learning, particularly when the primary objective is to teach pronunciation. This humour emerges as the broader audience realise that they too “make similar mistakes.” In rural areas where English is seldom spoken, students often perceive the subject as uninteresting. Therefore, utilising the local dialect in English instruction provides a more engaging and interactive approach, fostering greater student interest and motivation in learning the language.

Humour/Emotion

Several researchers have highlighted that humour and captivating content contribute to increased viewership (Pirouz et al., 2015; Duong et al., 2024). Duong et al. (2024) found that bite-sized language lessons and pronunciation guides are particularly popular with quick vocabulary lessons, language challenges and cultural insights enhancing learner engagement. Additionally, incorporating diverse cultural practices, interesting facts and excerpts from popular English films adds an enjoyable element to the learning process.

The findings of this study align with those of Duong et al. (2024), indicating that students tend to learn more effectively when the learning experience is enjoyable and fun. In many societies, traditional learning methods emphasise seriousness and concentration. Therefore, content creators should not only focus on the academic substance of their material but also consider its presentation and design to create a more interactive and engaging learning experience.

Trending Topics

In this study, participants emphasised the importance of creating content that is relevant to current events, such as during examination periods or festive seasons. Izawa (2010) and Unruly (2015) also noted that incorporating elements related to trending topics or events can contribute to the creation of viral videos (Izawa, 2010; Unruly, 2015).

Informative Content

Beyond entertainment-driven TikTok videos, informative ESL content that provides new insights, particularly for students, can also generate high engagement and virality. Such content is often perceived as valuable knowledge, enhancing both its appeal and educational impact. Therefore, teachers should adopt a creative approach and actively seek relevant information when developing their instructional content.

Based on the data collected for this study, Table 2 summarises the significant features of engaging ESL TikTok video content created by Malaysian secondary school teachers.

Table 2: Significant Features of an Engaging ESL TikTok Video Content among Malaysian Secondary School Teachers

Limitations of the Study and Directions for Future Research

As part of an ongoing study, this paper seeks to identify the key characteristics of engaging ESL TikTok videos created by secondary school teachers in Malaysia. In this exploratory phase, the findings align with previous research, indicating that humour, cultural relevance, trending topics and informative content are critical factors influencing student engagement in English language learning. Additionally, student involvement in video content further enhances engagement, which ultimately contributes to its virality.

The study also encountered challenges in identifying teachers classified as influencers, specifically those with over one million likes. The limited pool of potential respondents and their willingness to participate in interviews presented additional difficulties. Despite these challenges, the findings lay the groundwork for future research to develop a framework for creating engaging ESL TikTok content tailored to Malaysian secondary school teachers.

Furthermore, the study aims to integrate language learning objectives, pedagogical strategies and content design effectively to leverage TikTok’s potential in enhancing English language acquisition.

REFERENCES

1. Alauddin, M. 2023. Junior high school students’ perceptions of learning tenses through the TikTok application. Journal of English Language Teaching and English Linguistics 8(1): 58-70. https://doi.org/10.31316/eltics.v8i1.4565.
2. Alghameeti, A.A. 2022. Is TikTok an effective technology tool in English vocabulary expansion? English Language Teaching 15(12): 1-14. https://doi.org/10.5539/elt.v15n12p14.
3. Awang, H., Khalid, M. A. S. M., Yin, A. W., & Ya’acob, C. H. (2022). The Use of TikTok to Enhance Student Participation in Computer Applications Class. Journal of Contemporary Social Science and Education Studies (JOCSSES) E-ISSN-2785-8774, 2(2), 30-40.
4. Azman, A. N., Rezal, N. S. A., Zulkeifli, N. Y., Mat, N. A. S., Saari, I. S., & Ab Hamid, A. S. (2021). Acceptance of TikTok on the youth towards education development. Borneo International Journal eISSN 2636-9826, 4(3), 19-25.
5. Campoy-Cubillo, M.C. (2019) Functional Diversity and the Multimodal Listening Construct. Eur. J. Spec. Needs Educ., 34, 204–219
6. Dianthe, R. and Iskandar, B.P. (2016) The Effect of Content Viral Video to Engagement and Conversion, International Conference on Ethics of Business, Economics and Social Science, 16-17 September, Yogyakarta.
7. Duong, H.L., Tran, M.T., Vo Thi, K.O. and Tran Thi, K.C. (2024) Exploring Gen Z’S Consumption and Perception of Educational Content on TikTok Platform: A Qualitative Study in Vietnam Context, Kurdish Studies, Vol. 12 No.1 pp. 3243-3270, January.
8. Ellis, R.; Childs, M. (1999) The Effectiveness of Video as a Learning Tool in On-line Multimedia Modules. J. Educ. Media, 24, 217–223.
9. Fiallos, A., Fiallos, C., & Figueroa, S. (2021). TikTok and education: Discovering knowledge through learning videos. 2021 Eighth International Conference on Democracy & EGovernment (ICEDEG),
10. Guo, P.J.; Kim, J.; Rubin, R. (2014) How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. In Proceedings of the 1st ACM Conference on Learning at Scale, Atlanta, GA, USA, 4–5 March 2014; pp. 41–50.
11. Hung, S.T.A. (2016) Enhancing Feedback Provision through Multimodal Video Technology. Comput. Educ. 98, 90–101.
12. Lagerstrom, L.; Johanes, P.; Ponsukcharoen, U. (2015) The Myth of the Six Minute Rule: Student Engagement with Online Videos. In Proceedings of the 122nd ASEE Annual Conference and Exposition, Seattle, WA, USA, 14–17 June.
13. Liu, Q. (2023). Exploring the impacts of TikTok on the academic performance of Chinese secondary school students. BCP Business & Management, 41, 160-163. https://doi.org/10.54691/bcpbm.v41i.4424.
14. Mei, K. L., & Azlina Abdul Aziz. (2022). Students’ perception on using TikTok application as an English learning tool. International Journal of Academic Research in Progressive Education and Development, 11(4), 166–190.
15. Nath, M., & Badra, S. (2021). TikTok: Source of Entertainment or Addiction. Durgadevi Saraf Institute of Management Studies (DSIMS).
16. Nsahlai, V. (2020). TikTok has over 500 million active users and each user spends 52 minutes per day on the App. Linkedin.
17. Nur Iman Anaqi Roshdi, & Noor Hanim Rahmat. (2023). Exploring the relationship between motivation and vocabulary use among TikTok users. International Journal of Academic Research in Business and Social Sciences, 13(3), 1334 – 1346.
18. Schmerbeck, N.; Lucht, F (2017) Creating Meaning through Multimodality: Multiliteracies Assessment and Photo Projects for Online Portfolios. Unterrichtspraxis, 50, 32–44.
19. Prober, C.G.; Khan, S. (2013) Medical Education Reimagined: A Call to Action. Acad. Med., 88, 1407–1410.
20. Savic, M. (2021). Research perspectives on TikTok & its legacy apps| from musical. ly to TikTok: Social construction of 2020’s Most downloaded short-video app. International Journal of Communication, 15, 22.
21. Syah, R. J., Nurjanah, S., & Mayu, V. P. A. (2020). Tikio (TikTok app educational video) based on the character education of newton’s laws concepts preferred to learning for generation Z. Pancaran Pendidikan, 9(4).
22. Xiuwen, Z., & Abu Bakar Razali (2021). An overview of the utilization of TikTok to improve oral English communication competence among EFL undergraduate students. Universal Journal of Educational Research, 9(7), 1439 – 1451. 10.13189/ujer.2021.090710.
23. Zhang, Y., Lucas, M and Pedro, L. (2022) A Decade of Short Videos for Foreign Language Teaching and Learning: A Review, Education Sciences, 12, 786. https://doi.org/10.3390/ educsci12110786
24. Zhen, L. S., Fatin Najiha Zainuddin, Masturah Aimuni Mohd Zin & Melor Md Yunus. (2022). It takes two to tango: Using TikTok duet challenge to improve conversation skills. International Journal of Academic Research in Progressive Education and Development, 11(1), 170-185.