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The Impact of Tiktok Videos in Enhancing English Speaking Skill
among Secondary School Students in Malaysia
Rus Shafrena Sapee @ Shafie
1,2
, Nur Dayana Batrisya Mohd Kamal
1
, Athirah Che Aziz
1
, Siti Noor
Azilah Abdullah
1,2
& Fasihah Raihani Abdul Rahman
2
1
Faculty of Education and Social Sciences, Universiti Selangor
2
Faculty of Education, Universiti Kebangsaan Malaysia
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100095
Received: 13 November 2025; Accepted: 19 November 2025; Published: 01 December 2025
ABSTRACT
TikTok is one of the most popular social media platforms for sharing short videos nowadays. There are so many
relevant studies that have suggested TikTok as a potential platform for language acquisition due to its engaging,
accessible and interactive features. Social media has become one of the most widely used platforms for secondary
students in Malaysia. Therefore, this research aims to investigate how the use of TikTok, a widely popular social
media platform, can positively impact English speaking skills of secondary students in Malaysia. The selected
research design for this study is quantitative with the purpose to determine and measure the impacts of
incorporating TikTok as an educational tool in improving students’ language proficiency. The primary objective
of this research is to investigate the impact of TikTok videos toward the secondary students in enhancing their
English speaking skills. The data were collected through a questionnaire that was given to 100 secondary school
students in Malaysia. According to the data, TikTok positively impacts secondary students’ English speaking
skills by enhancing pronunciation, fluency, and confidence through engaging, flexible, and accessible content.
TikTok is preferred by students over traditional teaching techniques because it offers an engaging and interactive
learning environment that facilitates communication with communities and people who speak varied English
dialects. The platform facilitates the learning process, especially through the challenges and group interaction
that make life and making the process of name learning more organic. Despite its advantages, however, the
challenges around privacy, the absence of оptimisation, structured learning, and distraction need to be resolved
in order to ensure its educational potentials. As this data shows that TikTok can be used as an effective tool
compared to conventional English language methods of learning to enhance speaking skills.
Keywords: TikTok, Enhance, Vocabulary, Effective, Speaking, Secondary Students
INTRODUCTION
TikTok, as a popular app of social media for short videos, can be used as a part of student learning to enhance
English speaking skills. TikTok can be a creative medium through which students can practice some speaking
activities, as well as learn new vocabulary by watching and creating their own videos. Now, descriptions of how
teachers teach with TikTok in classroom contexts for language learning are scarce. To fill this gap, this study
aims to investigate TikTok's impact on students' speaking skills, advantages, and challenges. The evolution of
digital technology in education today has moved away from the standards of traditional teaching and learning
practices, and TikTok contributes to the potential of these technologies to engage students and create effective
and efficient learning environments.
As stated by Jenni Ferstephanie & Theodesia Lady Pratiwi (2022), this study seeks to examine the impact of
utilising TikTok on enhancing students' speaking abilities. By involving students with digital tools that are widely
known nowadays it will make students show a positive attitude towards the use of TikTok in language learning.
The TikTok app makes it easy for the classroom atmosphere to be fun and interesting. Social media platforms
like TikTok provide so many opportunities for language learning and make classroom learning more effective.
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According to Zhai Xiuwen, Abu Bakar Razali (2021), to explore the potential of TikTok use and how it affects
the acquisition of English communication proficiency among Chinese international undergraduate students is to
review such as Facebook, the latest social media and others. WeChat and so on. Several studies have contributed
to TikTok as an effective and enhancing English learning tool for students. Thus, it can investigate the
effectiveness of TikTok applications to enhance secondary students' speaking skills.
Problem statement
In an ideal scenario, this would emphasize the need for innovative and engaging methods to improve ESL
students' speaking skills and recognize the potential of technology, such as the TikTok application, to
revolutionize language and communication proficiency among students. Leveraging popular social media
platforms for educational purposes is a promising idea. The captivating and short video format of TikTok might
be a gamechanger for Malaysian secondary school students' English proficiency. The idea is to create a structured
program that uses TikTok videos to teach and practice English in an interactive and fun way.
In reality, the problem statement highlights the existing challenges EFL students face in mastering English
speaking skills despite traditional teaching methods, showing gaps in effective language learning strategies and
limited integration of modern technologies such as TikTok in educational settings. Currently, high school
students in Malaysia spend a lot of their time on their phones, especially on TikTok. This trend shows a shift in
their learning habits and preferences towards more digital and visually appealing content. However, the current
content on TikTok is mostly focused on entertainment, with little educational value. There is a lack of structured
and effective English speaking educational content tailored to the needs of Malaysian secondary students.
Rina Lorraine D. Cagas (2022) has state that by exploring the possibility and effectiveness of combining TikTok
as a learning tool to address weaknesses in the speaking abilities of EFL students to bridging the gap between
traditional and contemporary language teaching bridging the gap between digital teaching and learning resources.
communication skills. Integrating TikTok into the classroom can help in achieving the aforementioned goal by
generating languagebased content in English targeted to your students, and encouraging them to join in and
engage in challenges or activities that focus on speaking. This transformation of TikTok into a valuable
educational resource could be beneficial for learning English as it can introduce such content in a more engaging
manner that relates to students, and hence focusing on how they can improve their action on the English language.
Furthermore, collaborating with educators and content creators guarantees that the content provided is indeed
educational and engaging, effectively utilising the platform's capabilities.
The lack of studies looking at students' usage of TikTok to improve their public speaking abilities is the reason
this study fills a need. Despite the fact that prior studies have examined the pros and cons of social media
platforms, there is limited evidence which reflects the discussion of the effect of Tik Tok on students' English
speaking skills. This research shrinks an important gap, contributing to the question of whether using social apps
such as TikTok positively affects students’ communication skills, creating an engaging, interactive opportunity
for language students. According to Al Arif (2019), Students of foreign languages exhibit a positive disposition
towards utilising social media as a tool for learning English. It would be beneficial for them to be more motivated,
and to learn and master English.
The purpose of this research is to study the positive impact of the popular social media platform TikTok on the
English language skills of secondary students in Malaysia. This research seeks to examine the role of using
TikTok in language learning activities to enhance students in spoken English within this topic. In essence, the
study seeks to investigate how TikTok has affected content on creating an active and playful learning atmosphere
in which students easily practise speaking English with self-assurance. The purpose of this research is to
contribute to the literature on language education by investigating whether or not students' oral communication
abilities may be improved via the use of TikTok.
Theoretical Framework
This study's theoretical approach is grounded in three principal theories which are Social Cognitive Theory,
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Constructivism Theory, and Multimedia Learning Theory. These theories are important to elucidate how TikTok
can enhance English speaking skills among Malaysian high school students. The selection of these three theories
was based on their relevance to digital learning and their alignment with the empirical findings of the study,
which indicate a significant correlation between TikTok's flexibility, user enjoyment, enhanced pronunciation,
exposure to diverse accents, and student engagement levels.
Bandura's Social Cognitive Theory (1989) underscores the significance of learning by observation, imitation of
models, and the concept of self-efficacy. TikTok offers a diverse platform featuring linguistic models from
multiple origins, enabling students to analyse pronunciation, intonation, lip movements, facial emotions, and
communication tactics in authentic contexts. The study's findings demonstrate a significant correlation (r = .544)
between enhanced pronunciation and exposure to diverse accents, thus illustrating the observational learning
mechanism described by Bandura. The adaptability of TikTok, which correlates significantly with students'
capacity to concentrate on the information (r =.621), aligns with the notion of self-regulation in learning, enabling
students to replay, emulate, and practise the language at their own tempo.
The constructivism hypothesis (Mascolo & Fischer, 2005) posits that learning involves students constructing
knowledge through experience, interaction, and meaning-making. TikTok serves not merely as a venue for video
consumption, but as a platform for students to generate material, engage in challenges, collaborate through duets,
and interact with other users. This engagement leads to genuine and dynamic learning. The discovery that pupils
who take pleasure in utilising TikTok are more inclined to engage in speaking challenges Correlation coefficient
(r = .616) demonstrates that creative activities on the platform enhance linguistic engagement, consistent with
constructivist concepts that prioritise the building of meaning through action. Through video production, students
assess language comprehension while simultaneously honing oral communication in an authentic social
situation.
Mayer's Multimedia Learning Theory (1999) emphasises that the integration of visual and auditory cues enhances
the efficacy of learning. TikTok inherently satisfies this need as its videos incorporate visual aspects like lip
movements, facial emotions, and gestures, alongside auditory components such as pronunciation, intonation, and
speech rhythm. The study's findings indicate that students predominantly concur that TikTok aids in their
recognition of diverse accents (mean = 4.20). The integration of visual and auditory stimuli enhances pupils'
phonological awareness, hence refining pronunciation precision and comprehension of speech changes. The dual
coding process involved in viewing TikTok videos enhances learning and facilitates retention.
The integration of these three theories renders the theoretical framework of the study more comprehensive,
coherent, and pertinent to the actual findings. Social Cognitive Theory elucidates the acquisition of pronunciation
and intonation by students through observation; Constructivism Theory delineates the development of fluency
via creative activities and interaction; whereas Multimedia Learning Theory endorses the efficacy of TikTok as
a pedagogical medium that integrates visual and auditory information. The relationship between theory and
findings indicates that TikTok functions not merely as an entertainment medium, but as a learning platform with
significant potential for enhancing students' speaking abilities.
This theoretical framework enhances the comprehension of how TikTok might diminish affective obstacles,
augment motivation, furnish authentic linguistic input, and offer possibilities for students to engage in language
practice within real-world contexts. Consequently, these theories collectively provide a robust conceptual
framework for assessing TikTok's potential as an educational instrument in enhancing English proficiency among
high school students in Malaysia.
LITERATURE REVIEW
Speaking is one of the most challenging skills to develop when acquiring a second language as it involves
complex aspects that need to be considered at the same time, such as linguistic knowledge, cognitive processing
and social relations (Bouzar, 2019; Rintaningrum et al., 2023). In ESL, speaking is more than just producing
language sounds as it involves the ability to organize ideas and create an effective combination of organized
words such as vocabulary choice, accurate grammatical structures, and manner that readily connect with the
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speakers audience. The key elements of speaking skills, including pronunciation, vocabulary, grammar, fluency
and coherence all directly influence clarity and meaningfulness of the oral presentation (Brown, 2004; Burns',
2016).
Speaking abilities are frequently cited as the most difficult component for Malaysian secondary school pupils.
Many students struggle with self-confidence, vocabulary limitations, language anxiety, and the fear of making
mistakes when communicating in English. These elements have an impact on their speech preparation, which in
turn impedes the growth of language correctness and fluency (Bakar et al., 2020). According to research, students'
speaking performance can be greatly enhanced by an interactive, encouraging learning environment that allows
for frequent oral practice (Arjulayana et al., 2021). Oral presentations, storytelling, and group discussions have
all been shown to boost students' self-esteem and communication abilities.
Because digital technology has made it possible to access more varied, multimodal, and authentic language input,
it has altered the landscape of language acquisition. In addition to giving students the chance to engage with
other speakers simultaneously and asynchronously, digital media like podcasts, videos, social media, and mobile
applications enable them to be exposed to the target language in a range of real-world situations (Lam, 2018;
Zainuddin, 2020). According to Krashen's (1982) concepts, this digital world offers opportunity for meaningful
output and understandable input from the standpoint of language acquisition.
Furthermore, multimedia environments that include text, audio, visuals, and animations effectively diminish
students' affective filters by enhancing motivation and alleviating fear (Mayer, 2020). Students experience
greater freedom to experiment, err, and rectify their errors compared to structured classroom environments.
Research indicates that the strategic implementation of digital media in oral instruction can enhance speaking
skills by repeated exposure, language modelling, and adaptable practice opportunities (Novaliendry et al., 2020).
Consequently, digital platforms and social media serve not only as entertainment resources but also possess
significant potential as genuine and participatory language learning methods.
TikTok has become one of the most prevalent social media channels among adolescents, particularly high school
students. The program centres on short videos, often ranging from a few seconds to several minutes, and includes
features such as background music, filters, subtitles, and duet and stich functionalities. These attributes align
TikTok with the microlearning paradigm, which emphasises the provision of content in brief, succinct, and easily
assimilable segments, according to contemporary user attention spans (Khalif & Salha, 2021).
TikTok provides diverse content for English language learners, encompassing pronunciation, vocabulary,
common expressions, idioms, situational phrases, and brief grammar sessions. Engagement with such material
enhances students' vocabulary, facilitates comprehension of language in authentic circumstances, and allows for
the imitation of intonation and pronunciation of other speakers (Bernard, 2021; Dewanta, 2020). The inherent
design of TikTok enables users to film and publish their own videos, enabling opportunities for recurrent
speaking practice. Students may rerecord until they achieve satisfaction, so enhancing their awareness of
pronunciation, fluency, and nonverbal communication.
TikTok facilitates social learning via interactions such as comments, duets, stitched films, and languagethemed
challenges. These interactions can foster microlearning communities in which students offer support, feedback,
and language modelling to one another. This methodology aligns with the tenets of communication oriented
pedagogy, which prioritises significant input, genuine output, and interaction as a driving force for language
acquisition.
Numerous recent research have investigated TikTok's potential to enhance language skills, particularly speaking
abilities. Alghameeti (2022) indicated that utilising TikTok aids pupils in enhancing their vocabulary and
bolstering their confidence in employing English in casual settings. Rahman (2021) highlighted that exposure to
vocabulary via TikTok content enhances students' awareness of the meanings and practical applications of words
within communicative contexts, rather than solely relying on dictionary definitions.
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Xiuwen and Razali (2021) proposed that TikTok may serve as an alternate assessment tool for language
competencies, particularly in speaking skills. Educators can evaluate student performance through the videos
created, focussing on fluency, pronunciation, intonation, and message delivery. The study's findings indicated
that students experienced greater enjoyment and reduced stress when evaluated via video tasks rather than
conventional oral examinations. Komariyah et al. (2022) discovered that incorporating TikTok into English
instruction helps sustain student engagement and attention, hence enhancing their propensity to talk.
Safitri (2021) asserts that social media, particularly TikTok, offers an inexhaustible and readily available
reservoir of English content, facilitating the enhancement of students' listening, vocabulary, and pronunciation
skills. Rahmawati and Anwar (2022) elucidate that the replay, pause, and rewind functionalities in videos enable
students to learn at their own pace and revisit challenging segments. This is highly advantageous for speaking
skills, as pupils can copy, rehearse, and progressively enhance their pronunciation and sentence structure.
Nonetheless, other problems have also been recognised. Ovani et al. (2022) highlight that privacy problems, data
security, and the risk of cyberbullying are significant challenges when students share content on open platforms
like TikTok. Moreover, not all pupils possess adequate digital literacy and information literacy to discern
unsuitable or inauthentic content. In the absence of guidance, students may utilise TikTok exclusively for
entertainment rather than as an educational platform. Consequently, the function of educators as facilitators,
overseers, and mentors is essential in optimising the educational potential of TikTok (Griffin, 2021; Warini et al.,
2020).
The literature indicates that TikTok possesses significant potential as a microlearning platform that can enhance
students' speaking skills through exposure to authentic information, opportunities for oral practice, and online
social interactions. Nonetheless, there remain several deficiencies in the current studies. The majority of research
has concentrated on tertiary level students or the broader context of language acquisition, but studies particularly
targeting secondary school students in Malaysia remain scarce. The socio-educational background, language
competency, and social media usage patterns of secondary school students may differ from those of university
students. Secondly, the majority of studies focus on facets of student motivation, interest, and engagement,
whereas research that systematically assesses tangible enhancements in speaking skills performance such as
fluency, accuracy, and pronunciation remains insufficient. This prompts an inquiry into the degree to which
TikTok usage influences the mastery of speaking skills, beyond merely enhancing fun and engagement. Third,
there exists a constraint regarding studies that integrate student perspective data with quantifiable performance
proof, especially within the context of secondary school ESL courses. Research that amalgamates these two
characteristics can yield a more holistic understanding of TikTok’s efficacy as a medium for enhancing oral
learning. This study was undertaken to address this gap by analysing the influence of TikTok video consumption
on English speaking proficiency among secondary school students in Malaysia, while also investigating their
perspectives of utilising this platform within the language learning process.
METHODOLOGY
The research design adopted a descriptive quantitative method. The purpose of this specific method is to
determine and measure the incorporation of TikTok as an educational tool in improving students' language
proficiency. The main objective of this research is to investigate the effect of TikTok videos on secondary
students in Improving their English speaking skills. As stated by Anggi E Pratiwi, Naura N Ufairah and Riska
S Sopiah., (2021), it is in keeping with what is studied which is to learn how the TikTok application can be a
learning medium for students' pronunciation or pronunciation skills. It may be concluded that the TikTok
application can be utilized as a medium for learning pronunciation in English because it has many benefits and
is successful in helping students and teachers in teaching and learning activities in the 21st century.
Stratified random sampling is used to ensure that students from various demographic backgrounds, English
language proficiency levels and schools are proportionally included in the sample, allowing for comparisons
between different groups. Students who participated in this research has provided their consent to be included in
the research. Therefore, this sampling method is needed to reflect the secondary who are using TikTok and are
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closely responsible in learning these English skills as this will undoubtedly satisfy the criteria according to
(Yayın, 2010) to generate initial data to inform future research in this area. A survey questionnaire was used as
an instrument to gather data. The questionnaire was adapted from Shin and Yunus (2021) Technology Acceptance
Model (TAM). The design of the questionnaire which has 24 items includes questions that capture students'
perceptions, engagement with TikTok, impact on English language skills, challenges faced and overall feedback.
The response for each items is collected by using 5-point Likert scale ranging from "Strongly Agree" to "Strongly
Disagree".
RESULTS
Perceived Ease of Use
Table I: Descriptive statistic
No.
Item
Mean
Standard deviation
1
I would find English language content on TikTok easy to follow and focus on.
4.01
.745
2
I would find TikTok to be flexible in English language learning anytime and
anywhere.
3.95
.809
3
I would find it easy to access TikTok which has English language learning
content.
4.02
.765
4
I would find TikTok easy to access to learn the English language.
4.01
.785
5
My English language learning via TikTok would be clear and understandable.
3.96
.790
6
It would be easy for me to become skilful at using TikTok in English language
learning.
4.00
.829
The descriptive data reveal that all items under the Perceived Ease of Use construct had elevated mean values
(3.95–4.02), signifying students saw TikTok as an exceptionally user-friendly learning tool. Nonetheless, beyond
merely indicating elevated mean values, these findings possess significant implications for the learning process.
The elevated means for statements such as “I would find English language content on TikTok easy to follow and
focus on” (Mean = 4.01) and “I would find TikTok easy to access to learn the English language” (Mean = 4.01–
4.02) suggest that the ease-of-use factor significantly influences students’ capacity to maintain focus during
learning. These findings corroborate Krashen’s Affective Filter Hypothesis, wherein a user-friendly platform
diminishes stress and enhances the receptivity to language input. When students are not faced by technical issues,
they can concentrate on the language subject more efficiently.
The elevated mean score for statements like “It would be easy for me to become skilled at using TikTok in
English language learning” (Min = 4.00) indicates that students possess a significant level of self-efficacy. This
aligns with Bandura’s Social Cognitive Theory, wherein the platform's user-friendliness fosters students'
confidence to attempt, replicate, and emulate language patterns via observational learning. TikTok offers instant
access to language models, including pronunciation, intonation, and facial expressions, which may be studied
and emulated repeatedly.
The findings align with Microlearning Theory, which posits that brief and readily accessible films facilitate
students' processing of knowledge in manageable pieces, minimising cognitive burden. This elucidates why
pupils find it simpler to concentrate and comprehend linguistic content via TikTok.
Table II: Correlations
p1
P2
Pearson Correlation
1
.621**
Sig. (2tailed)
.000
N
100
100
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Pearson Correlation
.621**
1
Sig. (2tailed)
.000
N
100
100
**. Correlation is significant at the 0.01 level (2tailed).
The strong positive correlation between the statements “TikTok is flexible for English language learning anytime
and anywhere” and “English language content on TikTok is easy to follow and focus on” (r = .621, p < .01) offers
a profound understanding of how platform flexibility affects students’ learning behaviour. This relationship
suggests that when students see TikTok as readily accessible at any time and place, they are more capable of
concentrating on the language learning material presented. For high school students constrained by rigorous
timetables and impromptu learning, this flexibility facilitates a more comfortable educational environment
devoid of the formal pressures associated with traditional classrooms. This discovery aligns with Krashen’s
Affective Filter Hypothesis, which posits that a straightforward and adaptable platform might diminish affective
barriers, hence making students to be calmer, more motivated, and more receptive to language input. This
correlation supports Bandura’s Observational Learning Theory, as TikTok’s versatility enables students to
repeatedly observe language models such as pronunciation, intonation, and facial expressions. Thereby
enhancing the imitation process and improving oral proficiency. This conclusion aligns with Mayer’s Dual
Coding Theory, as TikTok content integrates visual and auditory aspects concurrently; when students may access
this multimedia content flexibly, information processing through dual channels is enhanced and more profound.
This correlation indicates that convenient access results in prolonged viewing time, subsequently enhancing
interest, concentration, and the volume of language input acquired. Increased input results in greater linguistic
exposure, ultimately enhancing speaking proficiency. Consequently, TikTok's adaptability serves not merely as
a technological attribute, but as a stimulant for sustained and significant language acquisition.
Perceived of Usefulness
Table III: Descriptive statistics
No.
Item
Mean
Standard deviation
1
TikTok can help learners develop their speaking skills in English.
4.00
.829
2
TikTok can help learners improve their pronunciation in English.
3.97
.937
3
TikTok can help learners become more familiar with different accents
in English.
4.20
.725
4
TikTok can help learners learn English in a more natural and authentic
way.
3.95
.833
5
TikTok can help learners overcome language barriers and connect with
Englishspeaking.
3.97
.784
According to the results presented in Table III, the statement "TikTok can help learners become more familiar
with different accents in English" achieved the highest mean score of 4.20, accompanied with the lowest standard
deviation of 0.725. This indicates that most students are exposed to diverse accents via TikTok, and they
consistently evaluate this exposure as beneficial to their learning process. Exposure to diverse dialects enhances
students' comprehension of the global diversity of English, ultimately diminishing the notion that just one
pronunciation is deemed right. This pertains directly to the development of linguistic self-assurance, since
students gain increased confidence in speaking, regardless of whether they emulate the "standard" accent.
Additional items, like "TikTok can assist learners in enhancing their speaking skills" (Mean = 4.00) and "TikTok
can aid learners in refining their pronunciation" (Mean = 3.97), also indicate a strong perception of the
advantages of this program. Despite the mean value being inferior to the accent item, this indicates that students
perceive TikTok not merely as an entertainment platform, but as a resource for pronunciation instruction via brief
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videos that illustrate lip shape, mouth movement, syllable stress, and intonation. This discovery aligns with
Mayer's Dual Coding Theory, which asserts that the integration of auditory and visual information improves
memory retention and understanding. TikTok offers diverse multimodal input, enabling students to acquire
pronunciation more effectively than through text or audio alone.
The elevated mean score of 3.95 for the statement "TikTok can help learners learn English in a more natural and
authentic way" indicates that students perceive interactions on TikTok as more akin to real-life language usage,
in contrast to formal classroom tasks. Authentic content, encompassing spontaneous dialogue, quotidian
discussions, brief narratives, and unscripted speech models, aids students in comprehending the practical
application of language within a global community. This reinforces the notion of situated learning, wherein
students acquire language through genuine contextual experiences.
Table IV: Correlations
P2
P3
TikTok can help learners improve their pronunciation in English.
Pearson Correlation
1
.544**
Sig. (2tailed)
.000
N
100
100
TikTok can help learners become more familiar with different
accents in English.
Pearson Correlation
.544**
1
Sig. (2tailed)
.000
N
100
100
**. Correlation is significant at the 0.01 level (2tailed).
The correlation between "TikTok helps improve pronunciation" and "TikTok helps learners become more
familiar with different accents" (r = .544, p < .01) suggests important pedagogical implications beyond a mere
linear relationship. This finding indicates that pronunciation improvement is not independent of exposure to
accent diversity; rather, these two processes mutually reinforce one another. Students who frequently engage
with content showcasing accent variations, including British, American, Australian, Filipino, and Malaysian
English, tend to enhance their pronunciation more rapidly. This improvement is attributed to the development of
phonological awareness, which encompasses sensitivity to differences in sound, intonation, and articulatory
movements as observed in the video. This relationship aligns with Bandura's Observational Learning Theory,
which posits that learning occurs through the observation of models. TikTok offers access to numerous speech
models including language teachers, influencers, and non-native speakers that can be observed, imitated, and
practiced until students achieve greater accuracy in speech production. This correlation finding aligns with
Mayer's Dual Coding Theory, as TikTok provides auditory (speech sounds) and visual (lip movements, facial
expressions) input concurrently, thereby engaging two processing channels that enhance long-term memory
storage and support accurate pronunciation reproduction. The identified correlation does not merely indicate
perceptual similarity between the two constructs; rather, it demonstrates that multimodal exposure serves as the
primary catalyst in pronunciation learning. This correlation indicates that students who engage with
languagerelated TikTok videos: (i) encounter a broader range of sounds, (ii) spontaneously imitate pronunciation,
(iii) experience reduced speaking anxiety upon recognising the natural diversity of English, and (iv) enhance
their pronunciation through a consistent “see-hear-imitate” mechanism. TikTok functions as both an
entertainment platform and a space for phonological acquisition through continuous global observation,
repetition, and exposure.
Attitudes
Table V: Descriptive Statistics
No.
Item
Mean
Standard deviation
1
Learning English speaking skills via TikTok is a wise idea.
3.85
.833
2
Learning English speaking skills via TikTok is enjoyable.
4.11
.764
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3
Sometimes I feel interested in joining the challenges that content creators
give to their audience related to speaking English.
4.18
.730
4
I am enthusiastic about using TikTok to continue improving my English-
speaking abilities.
3.90
.810
5
I like using TikTok to learn and improve my Englishspeaking skills
3.89
.737
The results in Table V indicate that students exhibit a highly favourable disposition towards utilising TikTok for
enhancing English speaking skills, with mean item values spanning from 3.85 to 4.18. The statement "Sometimes
I feel interested in joining the challenges that content creators give related to speaking English" achieved the
highest mean score of 4.18 and the lowest standard deviation of 0.730, indicating that students not only appreciate
learning via TikTok but are also significantly motivated to participate in language challenges presented by
content creators. This discovery underscores the influence of the gamification aspect inherent in the TikTok
challenge, wherein an enjoyable learning atmosphere fosters students' motivation to experiment, practise, and
enhance their vocal proficiency. The statement "Learning English speaking skills via TikTok is enjoyable" (Mean
= 4.11) demonstrates a significant amount of satisfaction, suggesting that this platform effectively reduces
students' affective pressure, consistent with Krashen's Affective Filter Hypothesis. When students experience
happiness and a lack of anxiety, they have a greater propensity for language production and increased
engagement in speaking practice.
Table VI: Correlations
a2
a3
Learning English speaking skills via TikTok is enjoyable.
Pearson Correlation
1
.616**
Sig. (2tailed)
.000
N
100
100
Sometimes I feel interested in joining the challenges that
content creators give to their audience related to speaking
English.
Pearson Correlation
.616**
1
Sig. (2tailed)
.000
N
100
100
**. Correlation is significant at the 0.01 level (2tailed).
Table VI further substantiates the strength of this association, demonstrating a substantial correlation (r = .616,
p < .01) between enjoyment of TikTok usage and interest in engaging in speech challenges. This association not
only indicates a statistical relationship but elucidates the psychological mechanism involved: students who derive
pleasure from using TikTok are more inclined to participate in interactive activities that necessitate language
creation. This discovery aligns with Bandura's Social Cognitive Theory, particularly the notions of self-efficacy
and observational learning. Students' confidence to emulate linguistic behaviours is heightened when they
observe content providers engaging in speaking challenges. Participation in the challenge functions as a "mastery
experience," a little achievement that bolsters confidence in continuing to communicate in the target language.
These phenomena can be elucidated through Mayer's Dual Coding Theory, wherein visual stimuli (lip
movements, facial emotions, situational context) are integrated with aural stimuli (pronunciation and intonation),
resulting in a more enriched and meaningful learning experience. When students appreciate this multimodal
input, they are incentivized to generate spoken output through challenges.
The correlation between enjoyment and engagement indicates that students who find pleasure in learning via
TikTok will: (i) allocate more time to viewing language content, (ii) frequently attempt to create speaking videos,
(iii) exhibit greater willingness to utilise authentic language through challenges, and (iv) enhance their fluency
and confidence more rapidly. This demonstrates that TikTok is not merely an entertainment medium, but a
platform that may stimulate intrinsic motivation and promote active learning through interaction, observation,
and social engagement. Consequently, students' favourable perceptions of TikTok significantly contributed to
linguistic engagement, corroborating the assertion that enjoyment is essential for enhancing speaking abilities
among high school students.
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Preferences
Table VII: Descriptive Statistics
No.
Item
Mean
Standard deviation
1
I believe TikTok is a better way to improve my speaking skills than
traditional learning methods.
3.79
.832
2
Compared to other social media, you favor TikTok.
3.92
.929
3
Using TikTok in language learning allows me to communicate in a suitable
environment.
4.00
.778
4
I'm motivated when I learn from different users in one group via TikTok.
3.90
.823
5
It is convenient for me to improve my speaking skills by using TikTok
3.99
.810
The results presented in Table VII indicate that students exhibit a favourable attitude towards utilising TikTok as
a tool for enhancing their English speaking skills, with mean values spanning from 3.79 to 4.00. The statement
"Using TikTok in language learning allows me to communicate in a suitable environment" achieved the highest
mean score of 4.00 and the lowest standard deviation of .778, indicating a strong and consistent consensus that
TikTok offers a more comfortable and less intimidating communication setting compared to traditional methods.
This demonstrates that students perceive TikTok as a relaxed learning environment, consistent with Krashen's
Affective Filter Hypothesis, which posits that a comfortable atmosphere reduces the affective filter and enhances
the language acquisition process. The statement "It is convenient for me to improve my speaking skills by using
TikTok" received a notable mean score of 3.99, reflecting students' recognition of TikTok's convenience and
flexibility as a self-learning tool that facilitates speaking practice at any time. Simultaneously, the statement "I'm
motivated when I learn from different users in one group via TikTok" (Mean = 3.90) indicates that students draw
inspiration from the varied perspectives and social engagement present on the platform, aligning with the
principles of community-based learning as outlined in Situated Learning Theory. While the statement "I believe
TikTok is a better way to improve speaking skills than traditional learning methods" has the lowest mean score
of 3.79, this figure remains in the positive range, indicating that students tend to favour a digital and interactive
approach over conventional learning methods. The findings indicate that students recognise TikTok as a valuable
learning tool, noting that the platform's features enhance their comfort, motivation, and ease in developing
speaking skills.
Table VIII: Correlations
p1
p3
I believe TikTok is a better way to improve my speaking
skills than traditional learning methods.
Pearson Correlation
1
.639**
Sig. (2tailed)
.000
N
100
100
Using TikTok in language learning allows me to
communicate in a suitable environment.
Pearson Correlation
.639**
1
Sig. (2tailed)
.000
N
100
100
**. Correlation is significant at the 0.01 level (2tailed).
Table VIII illustrates a robust and statistically significant positive correlation (r = .639, p < .01) between the
statements "I believe TikTok is a better way to improve my speaking skills than traditional learning methods"
and "Using TikTok in language learning allows me to communicate in a suitable environment". The observed
correlation indicates that students who believe in TikTok's effectiveness as a learning tool also perceive the
platform as a supportive environment for practicing their speaking skills. This indicates a mutual connection
between the confidence in the platform's efficacy and the favourable experience of engaging with TikTok as a
genuine communication environment. This finding can be associated with Bandura's Social Cognitive Theory,
highlighting the connection between belief, environment, and behaviour. When students perceive that TikTok
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can enhance their skills, this belief boosts their confidence in communication, thereby rendering the environment
more "suitable" in their view. This finding aligns with Communicative Language Teaching (CLT), as TikTok
offers authentic communication opportunities through dialogues, duets, stitched videos, and social interaction in
the comment section all of which enhance a vibrant and meaningful communication experience. Moreover, the
multimodal content of TikTok, which combines visual, audio, and social elements, enhances language processing
in accordance with Mayer's Dual Coding Theory. This theory suggests that students are able to comprehend and
reproduce language more effectively when both processing channels are engaged. From a practical standpoint,
this robust correlation indicates that as students' belief in TikTok's effectiveness grows, so does their inclination
to utilise this platform in real communication scenarios, thereby enhancing their speaking fluency and
confidence. Consequently, TikTok is perceived not merely as a learning option, but as a communication
framework that intertwines confidence, motivation, and genuine language use.
DISCUSSION
The integration of social media in education has transformed the realm of language learning, particularly
regarding speaking skills. TikTok has developed into a highly dynamic platform, characterised by its visual,
audio, and interactive content, aligning well with the requirements of contemporary students in the 21st century.
The findings of this study indicate that students demonstrated a strong perception regarding the ease of use,
effectiveness, and potential of TikTok as a platform for language learning. To gain a deeper understanding of this
finding, this discussion connects the results of the analysis to key theoretical frameworks, including Bandura's
Observational Learning Theory, Krashen's Affective Filter Hypothesis, Mayer's Dual Coding Theory, and the
Communicative Language Teaching (CLT) approach. The systematic application of theory in elucidating the
findings facilitates a deeper comprehension of the impact TikTok has on students' behaviour, motivation, and the
enhancement of their speaking skills.
The results indicate that students perceive TikTok as a highly accessible platform, achieving a notable mean
score of 4.02. The significant relationship between the flexibility of utilising TikTok and the clarity of the content
(r = .621, p < .01) carries substantial educational implications. Specifically, when learners have complete
autonomy over the timing, location, and conditions of their learning, they demonstrate increased focus and a
greater willingness to engage with language input. This scenario aligns with Krashen's Affective Filter
Hypothesis, which posits that learning becomes more effective when emotional stress is minimised. TikTok
creates a comfortable and self-sufficient setting that reduces emotional barriers, encouraging students to be more
receptive to language input. This finding aligns with Bandura's Social Cognitive Theory, highlighting selfefficacy
as a crucial factor in the learning process. TikTok provides students with the chance to observe, revisit, and
replicate content at their own speed, thereby enhancing self-assurance and fostering the capacity for independent
language acquisition.
Furthermore, the examination of TikTok's utilisation reveals that students regard this platform as a valuable tool
for familiarising themselves with variations in English accents. The item indicating that TikTok aids students in
recognising various accents achieved the highest mean score (4.20). Additionally, the modest yet significant
correlation between pronunciation improvement and exposure to accents (r = .544, p < .01) suggests that the
process of learning pronunciation is interconnected rather than occurring in isolation. Instead, it is influenced by
ongoing interaction with diverse speech patterns. This explanation aligns with the principles of Observational
Learning Theory, highlighting how students acquire language by observing and imitating models. TikTok
showcases speakers from various regions, providing students with exposure to diverse intonations, speech
rhythms, and articulation styles. The integration of audio and visual elements in TikTok videos aligns with the
principle of Dual Coding Theory, wherein visual cues like lip movements and facial expressions work in tandem
with audio to enhance cognitive processing. Adapting to various accents equips students to navigate the
complexities of real-world communication, which is increasingly global and multicultural.
The attitudes of students regarding the incorporation of TikTok into their learning experiences demonstrate a
notably strong positive inclination. The elevated mean value regarding interest in language challenges on TikTok
(4.18), along with the notable correlation between enjoyment of learning and participation in challenges (r =
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.616, p < .01), indicates that entertainment can serve as a driving force for linguistic engagement. Students
demonstrate a greater willingness to engage in conversation when the environment is relaxed, creative, and
enjoyable. This finding aligns with the perspective of Constructivism, which posits that learning gains
significance when students engage actively in the process of meaning-making through genuine activities. TikTok
offers a unique learning experience that intertwines creativity, identity, and communication, allowing for a more
spontaneous speaking process that transcends the rigid formalities of traditional classroom settings. In this
context, the TikTok challenge transcends mere entertainment, functioning as a low-risk environment for oral
practice that indirectly aids students in alleviating the anxiety associated with public speaking.
The findings indicate that students view TikTok as an effective platform for speaking practice, evidenced by a
high mean score of 4.00 and a significant correlation between their confidence in TikTok's effectiveness and their
perception of its suitability as a communication space (r =.639, p .01). This demonstrates that students perceive
TikTok not merely as a source of input material, but also as a significant platform for output. This finding aligns
with the principle of Communicative Language Teaching (CLT), which underscores the importance of learning
language through genuine interaction. TikTok provides students with the platform to create videos, interact with
other users, participate in discussions, and hone their language skills in an authentic setting. This scenario enables
learners to progressively enhance their fluency by engaging with language in the context of authentic situations
that they observe and create independently.
This study makes a significant contribution by extending beyond earlier investigations that primarily emphasise
elements of passive learning, including vocabulary and comprehension. This study demonstrates that TikTok
functions as a dynamic communication platform, enabling students to engage in receiving information while als o
interacting, imitating, creating, and negotiating meaning. This enhances the modelling component within Social
Cognitive Theory and demonstrates the significant potential of TikTok as a genuine medium for linguistic
learning.
The study's findings indicate that students are highly open to utilising TikTok as a modern educational resource,
believing that the platform can enhance their speaking abilities. TikTok offers language input while fostering an
engaging, genuine, and relaxed environment for students to enhance their speaking skills. This scenario positions
TikTok as a valuable supplementary resource to traditional teaching methods, particularly in an environment
where established approaches no longer align with the digital habits of contemporary learners.
In an educational setting, educators might view TikTok as a connection between the classroom and real-life
experiences, offering insights into diverse accents, cultural expressions, and genuine communication scenarios.
It is advisable to pursue longitudinal studies in future investigations to assess long-term effectiveness, compare
TikTok with alternative platforms, and explore its application across diverse demographic groups to gain insights
into the potential and actual challenges of TikTok as a tool for language learning.
This study possesses several significant limitations. The data were acquired via self-report, which may be subject
to perceptual bias or a propensity to provide favourable responses. The study sample was restricted to 100
students from a single location. Thus the results cannot be extrapolated to the entire population of high school
students. The duration and extent of students' actual exposure to TikTok were not quantified, complicating the
accurate assessment of learning effects. The cross-sectional study design precludes the establishment of causal
relationships, and reliance solely on questionnaires fails to objectively assess oral attributes such as fluency and
intonation.
This study suggests that TikTok serves as a pertinent and effective educational support tool, particularly in
alleviating speaking anxiety and enhancing students' confidence. Educators can utilise TikTok's interactive
functionalities, including duets and speaking challenges, to facilitate genuine, low-pressure oral practice.
Exposure to accent variations on TikTok underscores the necessity of incorporating global communication
elements into the curriculum. The findings underscore the significance of self-directed learning via digital
platforms and establish a foundation for future research to assess the long-term efficacy of TikTok in developing
speaking skills.
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