The topic of the paper This study aims to fill the gaps, exploring secondary-school

students’ perspectives of utilizing Tik Tok for English

learning in and beyond the EFL classroom.

The objective The objective of this paper is to understand whether the

students agree to utilize TikTok as an education tool and if
they find it beneficial or not for their own personal growth.
To fill up the gap in the literature on social media
utilization for English learning by exploring the Chinese
students’ perspectives of utilizing TikTok as a learning tool.
The main variables/concepts TikTok utilization
English Learning
EFL Classroom – moderating variable

The main relationships Utilizing TikTok as a learning tool in a EFL class has a very
positive effect on the Chinese students as they claim that
TikTok enhances learning motivation and interests as well
as knowledge expansion.
EFL classroom influences TikTok utilization on English
learning.

The readers’ main learnings After reading the paper the reader (myself in this case) can
conclude several things such as:
From the paper, we can conclude that the data is quite
well distributed since we don’t necessarily have a
“dominant” age group or “grade group”. From Figure.2 we
can conclude that most people want to improve their
listening and speaking skills by using TikTok for English
Learning, however we also see some people intrigues
about extending their vocabulary and find more about
cultural differences.
We may also conclude that people (in this case English
Learning Students) prefer authenticity-based videos rather
than demand-centered or exam-centered. We can also
observe that most of the people see the benefits of using
TikTok for English Learning to cultivate and improve the
English learning interest. On the other hand, a large
majority think that the main defect with TikTok being used
as a tool for education is the fact that there may be
fragmented knowledge framework within the educational
videos.
With Fig.10 we can see the comparison between TikTok
and in-class textbooks where most of the students find the
textbooks to be more exam-correlated and more
systematic, therefore being better in that matter. Looking
at the disadvantages now, students find the textbooks
rather less fun, and resource limited when comparing to
the application TikTok.
From Figure 14 we can straight away conclude that over
 96% of the students are ok with the integration of TikTok
as part of their education. And Figure 15 clarifies us the
reason why, which is mainly because it enhances learning
motivation and interests as well as expand knowledge
closer to life.
And finally, in the 16th figure we notice that students would
like to utilize TikTok as a learning tool however with a
strong need for a teacher’s guidance.
We may also conclude that IT is regarded as an important
tool for English Learning as well as the fact that TikTok is
considered the best option regarding all the other
possibilities such as Twitter, YouTube, Facebook etc.
The author’s new discoveries The results of the research revealed that despite grade
differences, most secondary-school EFL learners held
positive attitudes towards using Tik Tok to learn English in
and out of class. In EFL classroom, Tik Tok can be utilized as
supplementary video aids to complement traditional in-
class English teaching, enriching classroom activities,
enhancing their learning motivation and improving their
basic English skills. Out of class, Tik Tok can be used as an
English learning strategy to expand students’ English
knowledge, get access to plentiful authentic learning
materials and cultivate their English learning interests.
Despite of the positive effects of utilizing of Tik Tok for
English learning, secondary-school students also expressed
their worries, which need to be supported and guided by
EFL teachers.

1) From students’ perspectives, what are the benefits and defects of integrating Tik Tok
with EFL classroom teaching?

In the students’ point of view, they find TikTok very beneficial when we think of
vocabulary expansion, speaking and listening skills. Students believe they get access to
plentiful authentic learning knowledge and at the same time they can cultivate their
English learning interest. On the other hand, some students also believe that TikTok
has a lot of fake information or sometimes they lack the full content of what they are
watching. They believe that without a teacher’s guidance, TikTok can become very
easily a distraction and not a learning tool.

2) What are students’ perspectives of using Tik Tok to learn English beyond the
classroom?

Apart from leisure and all the other non-academic videos, students believe that TikTok
is a great platform to learn English and become better at it which can include:
speaking, listening, vocabulary expansion.
Martim Begonha – BMI3, Groupe 1

12/09/2022