THE PERCEIVED IMPACT OF TIKTOK AS A LEARNING MEDIUM FOR SPEAKING ENGLISH (A Qualitative Study with English Education Students)

MUHAMMAD IQBAL ASKAB, 1880510230007 and ARINA SHOFIYA, 197705232003122002 and ERNA IFTANTI, 197203072009012002 (2025) THE PERCEIVED IMPACT OF TIKTOK AS A LEARNING MEDIUM FOR SPEAKING ENGLISH (A Qualitative Study with English Education Students). [ Thesis ]

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Abstract

Muhammad Iqbal Askab. Registered Number Student 1880510230007. 2025. The Perceived Impact of TikTok as a Learning Medium for Speaking English: A Qualitative Study with English Education Students. Thesis. English Language Education Department, Graduate Program, Sayyid Ali Rahmatullah State Islamic University of Tulungagung. Advisors: Dr. Arina Shofiya, M.Pd, and Prof. Dr.Erna Iftanti, S.S., M.Pd. Keywords: TikTok, Speaking Skills, Social Learning Theory, Communicative Competence, This research examines the perceived impact of using the social media platform TikTok as an informal digital learning medium for developing English speaking skills. With its massive popularity, TikTok has evolved into an important arena for authentic language practice, but its use in the context of EFL in Indonesia is still lacking in terms of a unified theoretical framework. The objectives of this study were to (1) explore how university students practice and perceive their use of TikTok, (2) analyse the perceived impact on their proficiency and confidence, and (3) identify the challenges and self-regulation strategies they develop. This study uses a qualitative case study approach to explore the perceptions of five English teacher training students selected through purposive sampling based on predetermined criteria. The criteria are students who actively use TikTok to learn and practise speaking, students who have used the features on TikTok, and students who perceive themselves to have good speaking abilities, as evidenced by their academic grades. Primary data from in-depth interviews were analysed thematically using a framework that synthesises three theories: Social Learning Theory (SLT), Communicative Competence Theory (CCT), and Krashen's Monitor Model. The main findings indicate that students act as autonomous agents who strategically navigate the affordances of the platform. The use of TikTok is perceived to have a holistic impact, improving both linguistic proficiency (pronunciation, fluency) and affective conditions such as self-confidence. This study concludes that the synthesis of these three theories provides a robust framework for explaining the phenomenon. Specifically, Krashen's “Affective Filter” concept offers a theoretical justification for understanding the central role of self-confidence. The main implication is the need for educators to shift their role towards facilitating digital literacy and metacognitive skills.

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