EXPLORING UNIVERSITY STUDENTS’ USE OF TIKTOK FOR ENGLISH LANGUAGE LEARNING

Abstract

TikTok has recently emerged as a promising platform for fostering students’ language development. Yet, empirical evidence regarding learners’ acceptance of TikTok as an English language learning tool remains a scarcity. This study, therefore investigates undergraduate students’ acceptance of TikTok for English language learning and identifies key factors influencing its actual use within a Saudi university context. A quantitative design was employed through the distribution of a 30-item questionnaire to 300 undergraduates at a public sector university using a Google Form survey. The instrument comprised six sections capturing respondents’ demographic information, perceived usefulness, perceived ease of use, attitudes, behavioural intention, and actual use of TikTok for English language learning. Results indicated that mean scores for individual items and overall constructs ranged between 4.1 and 4.7 on a 5-point Likert scale, reflecting an above-average level of acceptance. Behavioural intention emerged as the strongest predictor of students’ actual use of TikTok for English language learning. Participants expressed positive views toward the integration of TikTok into English language learning, underscoring its feasibility as a pedagogical resource in the EFL classroom. Overall, the findings affirm TikTok’s potential to enrich English language instruction by expanding digital learning opportunities and supporting diverse pathways for language acquisition.