Article Sidebar

Download
PDF
Statistic
Read Counter : 154 Download : 69

Downloads

Download data is not yet available.

Main Article Content

Abstract

TikTok has become a prominent social media platform, which is notable for its engaging features that display short and fascinating videos. This study aims to investigate the opportunities and challenges confronted by students using TikTok for self-directed language learning. This research employed an interpretative phenomenological analysis design to systematically explain and directly answer the research questions through in-depth group interviews with eight participants who were EFL students with experiences in self-directed language learning using TikTok. The findings of this study revealed that there are many opportunities presented by TikTok for self-directed language learning, including time efficiency, practical and creative application, and its capability to improve students’ English skills through authentic, credible, and memorable lessons. Despite these opportunities, students face several main challenges when using TikTok for language learning, including difficulty in controlling discipline, distraction from irrelevant content, confusion of English accents across videos, and device constraints. This research has significant implications for educators in using TikTok for students’ self-directed language learning. By understanding the opportunities and challenges associated with using TikTok, educators can provide effective guidance and support to their learners. Further research should explore strategies to maximize the opportunities in the students’ use of TikTok for self-directed English learning and in their selection of language learning content on TikTok.

Keywords

Challenges ELT Mobile learning Opportunities TikTok

Article Details

License

Copyright (c) 2025 Siti Rowiyah , Bambang Yudi Cahyono , Ekaning Dewanti Laksmi

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Rowiyah , S., Cahyono , B. Y., & Laksmi, E. D. (2025). Investigating Opportunities and Challenges of Self-Directed Learning Through TikTok: EFL Students’ Perception. Journal of English Education and Teaching, 9(2), 259–280. https://doi.org/10.33369/jeet.9.2.259-280
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ahmed, A. (2016). ICT and language teacher development in the global south: A new materialist discourse analysis. Educational Studies, 52(3), 260–278. https://doi.org/10.1080/00131946.2016.1169183
  2. Anggraini, M. P. et al. (2022). The ICT use of informal digital learning in enhancing EFL university. CALL-EJ. 23(3), 94–114. Retrieved from https://callej.org/index.php/journal/article/view/414
  3. Annur, C. M. (2024). TikTok masuk 5 besar daftar media sosial terpopuler dunia pada awal 2024. Katadata Media Network. https://databoks.katadata.co.id/index.php/teknologi-telekomunikasi/statistik/14b22155405908d/tiktok-masuk-5-besar-daftar-media-sosial-terpopuler-dunia-pada-awal-2024
  4. Ariantini, K. P., Suwastini, N. K. A., Adnyani, N. L. P. S., Dantes, G. R., & Jayantini, I. G. A. S. R. (2021). Integrating social media into English language learning: How and to what benefits according to recent studies. NOBEL: Journal of Literature and Language Teaching, 12(1), 91–111. https://doi.org/10.15642/nobel.2021.12.1.91-111
  5. B, X. F., Luo, J., & Wang, X. (2023). Understanding TikTok usage: Communication strategy of Bytedance based on the background of new media. In Proceedings of the 2022 4th International Conference on Literature, Art and Human Development (ICLAHD 2022) (Vol. 1). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-97-8
  6. Bernard, A. V. (2021). Expanding ESL students’ vocabulary through TikTok videos. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 11(2), 171. https://doi.org/10.26714/lensa.11.2.2021.171-184
  7. Binmahboob, T. (2020). YouTube as a learning tool to improve students’ speaking skills as perceived by EFL teachers in secondary school. International Journal of Applied Linguistics and English Literature, 9(6), 13. https://doi.org/10.7575/aiac.ijalel.v.9n.6p.13
  8. Cahyono, A. O. M., & Perdhani, W. C. (2023). Using TikTok in EFL class: Students’ perceptions. Journal of English Education and Teaching (JEET), 7(1), 59–77. https://doi.org/10.33369/jeet.7.1.59-77
  9. Charokar, K., & Dulloo, P. (2022). Self-directed learning theory to practice: A footstep towards the path of being a lifelong learner. Journal of Advances in Medical Education and Professionalism, 10(3), 135–144. https://doi.org/10.30476/jamp.2022.94833.1609
  10. Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research: Fourth edition. Boston, MA: Pearson. https://books.google.co.id/books?id=4PywcQAACAAJ
  11. Espinoza-Celi, V., & Pintado, C. M. (2020). Using Twitter to enhance writing skill with senior high school students: A case study. Teaching English with Technology, 20(5), 108–124. Retrieved from http://www.tewtjournal.org/
  12. Gao, Y., & Hanna, B. E. (2016). Exploring optimal pronunciation teaching: Integrating instructional software into intermediate-level EFL classes in China. CALICO Journal, 33(2), 201–230. https://doi.org/10.1558/cj.v33i2.26054
  13. Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning and Technology, 23(1), 8–25. https://doi.org/10.125/44667
  14. Hartung, C., Ann Hendry, N., Albury, K., Johnston, S., & Welch, R. (2023). Teachers of TikTok: Glimpses and gestures in the performance of professional identity. Media International Australia, 186(1), 81–96. https://doi.org/10.1177/1329878X211068836
  15. Hu, H., & Du, K. (2022). TikTok in mobile-assisted English language learning: An exploratory study. International Journal of Information and Education Technology, 12(12), 1311–1320. https://doi.org/10.18178/ijiet.2022.12.12.1755
  16. Irdianto, W., Lazareva, I. N., & Yaniafari, R. P. (2023). The challenge of EFL teachers in technology-integrated learning in the society 5.0 (Vol. 1). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-054-1_64
  17. Keenan, C. (2023). New features for teens and families on TikTok. TikTok. https://newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us?uuid=ux3rzWKmEPjeBU3U0791
  18. Krismanto, W., Setyosari, P., Kuswandi, D., & Praherdhiono, H. (2022). Social media-based professional learning: What are teachers doing in it? Qualitative Research in Education, 11(1), 89–116. https://doi.org/10.17583/qre.9698
  19. Li, V. (2017). Social media in English language teaching and learning. International Journal of Learning and Teaching, June. https://doi.org/10.18178/ijlt.3.2.148-153
  20. Lin, C. S., Irawan, R., & B, S. A. P. (2023). Problems faced by the EFL students in implementing TikTok as a speaking learning medium. In Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022) (Vol. 3). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-39-8
  21. López-Carril, S., Watanabe, N. M., & Anagnostopoulos, C. (2024). TikTok as an ‘angel’ or ‘demon’ learning tool in sport sciences education: A narrative critical review. Social Sciences and Humanities Open, 10(July). https://doi.org/10.1016/j.ssaho.2024.101103
  22. Manggo, I. T., Liando, N., & Wungow, T. (2022). Students’ perception toward TikTok media to improve their speaking ability. Journal of Teaching English, Linguistics, and Literature. JoTELL Journal of Teaching English, 1(10), 1086–1113. https://doi.org/10.36582/jotell.v1i10.4909
  23. Maretha, A. L., & Anggoro, K. J. (2022). App review TikTok: Benefits, drawbacks, and implications for the ELT field. Mextesol Journal, 46(2), 0–2. Retrieved from https://mextesol.net/journal/index.php?page=journal&id_article=46358
  24. Mccarthey, S. J., Nuñez, I., & Lee, C. (2020). Informal learning and formal contexts Part V translanguaging across contexts. In The Handbook of Informal Language Learning, First Edition (pp. 351–367). 10.1002/9781119472384
  25. Nuraini, N. L. S., Cholifah, P. S., Putra, A. P., Surahman, E., Gunawan, I., Dewantoro, D. A., & Prastiawan, A. (2020). Social media in the classroom: A literature review. 501(Icet), 264–269. https://doi.org/10.2991/assehr.k.201204.050
  26. Octavia, H., Widiati, U., & Irawati, E. (2019). Vocational students’ perceptions of mobile assisted language learning (MALL) materials. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(10), 1347. https://doi.org/10.17977/jptpp.v4i10.12842
  27. Putra, I. D. G. R. D., Saukah, A., Basthomi, Y., & Irawati, E. (2020). The acceptance of the English language learning mobile application Hello English across gender and experience differences. International Journal of Emerging Technologies in Learning, 15(15), 219–228. https://doi.org/10.3991/ijet.v15i15.11077
  28. R., E. R. M., & Seftika, S. (2019). How is Instagram implemented in teaching speaking? 254(Conaplin 2018), 386–388. https://doi.org/10.2991/conaplin-18.2019.74
  29. Ravago, J. C., Reyes, M. M., Casipit, D. O., & Martinez, P. A. M. (2023). Facebooking in the classroom: Using Fb vocabulary and discourse structure in L2 teaching in the Philippines. International Journal of Learning, Teaching and Educational Research, 22(9), 310–331. https://doi.org/10.26803/ijlter.22.9.17
  30. Rowiyah, S. (2024). The impact of social media integration in English language assessment upon students’ anxiety: A systematic literature review. 39(2023), 20–30. https://doi.org/https://doi.org/10.55549/epess.868
  31. Rowiyah, S., Cahyono, B. Y., & Laksmi, E. D. (2025). Threads-based peer feedback in developing EFL students’ writing skills: Perceptions and challenges. JEELS, 12(2), 529–560. https://doi.org/10.30762/jeels.v12i2.5022
  32. Smith, E. E. (2017). Social media in undergraduate learning: Categories and characteristics. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0049-y
  33. Smith, J. A., Flowers, P., & Larkin, M. (2022). Interpretative phenomenological analysis: Second edition. In Sage Publication Ltd. https://us.sagepub.com/sites/default/files/upm-assets/121710_book_item_121710.pdf
  34. Smith, J. A., Flowers, P., & Osborn, M. (2013). Interpretative phenomenological analysis and the psychology of health and illness. Material Discourses of Health and Illness, 68–91. https://doi.org/10.4324/9780203135266-10
  35. Statiska. (2024). Jumlah pengguna internet dan media sosial di seluruh dunia per Januari 2024. Retrieved from https://wearesocial.com/id/blog/2024/01/digital-2024-5-billion-social-media-users/
  36. Supriyono, Y., Ivone, F. M., Heryadi, D., Beduya, L., & Valencia, L. L. E. A. (2024). Predicting EFL learners’ self-regulated learning through technology acceptance model. Jeels, 11(1), 347–376. https://doi.org/10.30762/jeels.v11i1.2701
  37. Syarif, M., & Zaim, M. (2021). The use of Whatsapp messaging as mobile learning in developing writing skills. Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020), 579, 83–87. https://doi.org/10.2991/assehr.k.210914.015
  38. Tan, K. H., Rajendran, A., Philip, B., Alias, J., Saad, S. M., & Mohamad, Z. (2024). Utilising Tiktok features for speech communication. World Journal of English Language, 14(2), 65–73. https://doi.org/10.5430/wjel.v14n2p65
  39. Vizcaíno-Verdú, A., & Abidin, C. (2023). TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities. Teaching and Teacher Education, 123, 103978. https://doi.org/10.1016/j.tate.2022.103978
  40. Willig, C., & Rogers, W. S. (2017). The SAGE handbook of qualitative research in psychology. SAGE Publications Ltd. https://doi.org/10.4135/9781526405555 NV - 0
  41. Xue, S., & Churchill, D. (2022). Educational affordances of mobile social media for language teaching and learning: A Chinese teacher’s perspective. Computer Assisted Language Learning, 35(4), 918–947. https://doi.org/10.1080/09588221.2020.1765811
  42. Yang, H. (2020). Secondary-school students’ perspectives of utilizing TikTok for English learning in and beyond the EFL classroom. ETSS, 162–183. Clausius Press. https://www.scirp.org/reference/referencespapers?referenceid=3466183
  43. Yang, Y. (2020). Understanding young adults’ TikTok usage. Communication Research, 2(3), 1–60. Retrieved from https://communication.ucsd.edu/_files/undergrad/yang-yuxin-understanding-young-adults-tiktok-usage.pdf