HO CHI MINH CITY UNIVERSITY OF

FOREIGN LANGUAGES -
INFORMATION TECHNOLOGY
----------

UTILIZING SOCIAL MEDIA AS A TOOL TO

ENHANCE ENGLISH LEARNING: A CASE
STUDY OF THE POSITIVE EFFECTS OF
TIKTOK PLATFORM ON ENGLISH
SPEAKING ABILITY AMONG THIRD-YEAR
STUDENTS AT HUFLIT

Instructor’s name: Võ Thị Thiên Ân

Student’s name: Nguyễn Thiều Mỵ
ID number: 19DH713172
Class: SA1902

Ho Chi Minh, June 2022

 ABSTRACT

The widespread of mobile devices, as well as technology advancements, has provided

fantastic opportunities for various social media to play vital roles in today’s society. Due
to its popularity, TikTok has also become the favored social media platform of the
younger generation. Even though massive relevant research has proposed utilizing social
media for entertainment, limited studies shed light on the utilization of TikTok for
learning performance. Therefore, this study aims to see how TikTok affected juniors'
ability to speak English. There are 40 third-year students at HUFLIT who took part in the
quantitative survey research, responses to an online questionnaire as a research
instrument. According to the data obtained from students' replies to the survey, the
findings revealed that the TikTok application provides a study approach for students to
improve their speaking English abilities, notably in pronunciation. Furthermore,
knowledge is conveyed in some seconds yet reflects the practical value that students may
apply in their everyday lives. Additionally, integrating animated films and attractive
sounds is an appropriate mechanism of knowledge acquisition that learners can freely
access and memorize in the big scheme of things.

Keywords: social media application, TikTok, speaking skills, third-year students, HUFLIT
Chapter 1

INTRODUCTION

1.1 Background of the study

In the technological industry 4.0 era, digital technology has been applied populously
in many sectors. Therefore, social media has been well-known widely for diverse age
groups, particularly the young generation. Utilizing social platforms is not only for
entertainment purposes but also for studying. TikTok is one of the social media networks
which is emerging recently grabbing the attention of most youth. They assume that it
helps them learn English effectively through short videos. On the other hand, a lot of
concerns about improving English speaking skills through TikTok have arisen. And two
of them that are what effect does TikTok have on the speaking skill of third-year students
at HUFLIT? and Why is TikTok supposed to bring benefits to speaking skill?
1.2 Rationale reason
It is assumed that TikTok is the favorite social media platform of young generation
nowadays. There are various contents and features that users can access easily. Several
studies found that using TikTok as a students’ learning platform in motivating students to
learn English received positive effects. Its popularity is not basically about boring
entertaining content, but it is also about useful knowledge. According to (Yang, 2020)
students’ perspectives showed a positive attitude toward utilizing TikTok as an English
learning platform. It stated that some of the students’ English pronunciation is enhanced
significantly through the TikTok application. Furthermore, it raised students’ awareness
of how to speak English like native speakers.
1.3 Statement of purpose
This study aims to answer the questions surrounding TikTok’s effect on learning
English of third-year students. Based on it, the researcher’s desire is to bring students
different points of view on using TikTok. Therefore, students can find out the best way to
upgrade their speaking English skills.
1.4 Methodology
The type of research is a quantitative descriptive study, which is a quantitative
analysis using action research techniques about third-year students at HUFLIT. It brings a
concrete result that the researcher can orientate teaching methods toward students. Based
on it, the problems of the learners are solved, and learners’ quality is improved.
According to Cohen, Manion, and Morrison (2000), action research is a powerful tool for
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change and improvement at the local level. This research was taken place in the
classroom and had 30 students.
1.5 Organization of the study
The research consists of five main chapters, not to mention the conclusion:
◼ Chapter 1 provides (1) the background of the study; also included in this chapter
are (2) the rationale of the study and (3) the aim of the study, (4) the study’s
limitation and delimitation, (5) the methodology employed in the research and (6)
the organization of the study.
◼ Chapter 2 presents a view of literature related to the matters under discussion
which serves as the theoretical framework for the study.
◼ Chapter 3 describes the research design and the methodology employed in the
research.
◼ Chapter 4 analyses the findings from the student’s responses.
◼ Chapter 5 draws conclusions and offers recommendations to the students.

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Chapter 2

LITERATURE REVIEW

This chapter consists of clarification of some notions including social media

applications, TikTok, speaking skills, and the background of the concept of students’
speaking learning. This chapter also provides previous relevant research about the
positive effects of TikTok on students’ speaking skills.
2.1 Social media applications
With the development of advanced Web 2.0 and the generation of smart mobile
devices, social media which students can use to promote language learning is preferred
expeditiously. With the success of the technology, social media is being used as a
supportive tool in education. According to Wayan Santyasa (2007:3) cites in (Feby
Yolanda, 2021), the learning process contains five components of communication,
namely: the teacher (communicator), learning materials, learning media, students
(communicants), and learning objectives. Without media learning, the teaching and
learning process is unlikely to happen, at least requiring a medium to deliver teaching
materials (Isroqm, 2013:1-10) cited in (Feby Yolanda, 2021). Teaching and learning are
impossible without learning media. At least, one medium is required for teaching and
learning. (Sharma, 2019) identified that social media applications are functional tools for
enhancing EFL students’ English language skills as well as their learning motivation. To
study the proposed topic, there was some previous research to support the study.
According to the research of international social media application by Yang (2020), a
large number of studies, which explored the impact of using Twitter for English language
teaching and learning, revealed significantly improve students’ English language skills
but also enhance their English learning motivation.
2.2 TikTok as Learning Media
TikTok is an international version of Douyin that was originally launched in the
Chinese market in 2016. TikTok was officially launched as an international app in most
markets outside of China in 2017. The brain behind controversial this app is Zhang
Yiming. It has a variety content of short-form user videos, from genres like pranks, dance,
entertainment, and education as well within short videos from 15 seconds to ten minutes.
TikTok is a mobile app for iOS and Android that allows users to access it through a
phone. Learning media can be used anytime and anywhere. This is in accordance with the
definition of mobile learning stated by O’Malley (Setyadi 2017) cited in (Feby Yolanda,
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2021), which is learning that learners do not stay in one place or learning activities that
occur when learners make use of mobile technology devices. According to (Warini et al
2020) cited in (Feby Yolanda, 2021), there are already several TikTok users who create
video content about English. Then following their account, users cannot miss any videos
that they normally publish. Users also can make use of the comment section to ask
questions. Content is generated by TikTok’s artificial intelligence depending on the
content that a user liked, interacted with, or searched. TikTok combines the user’s
enjoyed content to provide videos that they would also enjoy. This app has been using
many built-in features. (Feby Yolanda, 2021) claimed that the TikTok application
contains 6 features.
Table 2.2 The features contained in the TikTok application
Features Function
1 Record sound/voice Record sound via cellphone, then it into in your
personal TikTok account.
2 Record video Record video via cellphone, then integrate it into in
your personal TikTok account.
3 Background sound Added background sound that can be downloaded
from the TikTok application storage media
4 Edit Fix and edit the draft video that has been made
5 Share Share the perfect video
6 Collaboration Collaborate with other TikTok application users

Based on the description above, (Feby Yolanda, 2021) stated that TikTok can be used
as an effective learning medium. Because: first, TikTok application fulfills the learning
needs of students. Second, TikTok applications are interesting to students because it is the
newest thing and has many features. Third, TikTok applications can be implemented into
learning. And finally, TikTok application is equivalent to the development of maturity
and experience as well characteristics of students who are the millennial generation, that
is familiar with the digital world, especially the use of the cellphone.
2.3 Speaking skills
Speaking is one basic language skill that learners must master to be fluent in
communication. It is considered the outcome of language learning due to its significance
and necessity. Nunan (1991), cited in (Maulana et al., 2018) stated that mastering
speaking is the most crucial aspect of learning. Not only does speaking serve to learn but
also applies in real life. It is a daily activity that people use to communicate with others.
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(Shaimaa, 2006) said that speaking is a process of interaction that involves how to
produce, receive, and process the meaning produced to acquire the information. In this
globalization era, it is essential that speaking English is the most accepted language.
English is used as a tool for communication worldwide. It helps people get a job in the
enterprise, and even travel to another country. But it is not such an easy language.
Students are suffering from the scary of talking. All of them assume that speaking skill is
the most difficult skill. Some factors hinder students’ speaking; first, fear of mistakes,
according to Aflat (2008), cited in (Dalem, 2017) added that the students’ fear is linked to
correction and criticized evaluation. Second, shyness, students feel shy to speak English
in class. Speaking in front of the class is a common phobia that students encounter which
makes their minds go blank and forget what to say (Baldwin, 2011) cited in (Dalem,
2017). Third, anxiety refers to the feeling of nervousness in facing foreign language
learning (Horwitz, 1991) cited in (Dalem, 2017). Fourth, lack of confidence usually
occurs when the students do not understand what the speakers say, (Jenni et al, 2022).
2.4 Effects of TikTok on students’ speaking skills
TikTok is social media application with functional tools for enhancing EFL students’
English language skills as well as their learning motivation. On the other hand, (Gupta &
Bashir, 2018) stated that it has four major purposes. They are for entertainment,
socialization, informativeness, and academic purposes. (Xiumen & Razali, 2021)
expressed that TikTok can be considered as an assessment language tool. (Jenni et al,
2022) stated that students can learn any language content and skills repeatedly. Users may
incorporate a variety of hot music and hashtags while making content. Many features are
available in TikTok, including duets, sharing, and video challenges with people all around
the world. Consequently, the widespread use of TikTok as a social media platform will
provide students with an excellent learning platform. There are a lot of pronunciation
challenges that users can duet with another one. Students can make self-recording videos
using English via TikTok. That is a good way both in entertaining and improving English
speaking.
To support the proposed topics, there were some previous articles. The first research
(Yang, 2020), the study was about “Secondary-School Students’ Perspectives of Utilizing
TikTok for English Learning in and Beyond the EFL Classroom’’. This research was
about identifying students’ attitudes toward using TikTok as a language learning tool. It
was based on data from a quantitative survey of 187 secondary school students. As the
result, the survey found a positive aspect of TikTok as a learning aid. Because of using

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online questionnaires, the limitation of the study was the storage of real data to confirm
the impact of utilizing TikTok to enhance students’ academic performances.
The second research is based on (Syaifuddin et al..., 2021) with the title “Students’
Perception Toward the Use of TikTok Video in Learning Writing Descriptive Text at
MAN 1 Gresik’’. The research identified the students’ perception of practicing TikTok in
writing skills. The methodology of the study which was interviewed by 85 students at
Islamic Senior High School of 1 Gresik conducted as descriptive quantitative by utilizing
questionnaires. The study found that applying TikTok in writing descriptive text is
beneficial for the interpretation of students. Focusing on only writing skill performance is
a limitation of the study.
The third research by (Pratiwi et al…, 2021), the study was about “Utilizing TikTok
Application as Media for Learning English Pronunciation”. The paper aimed to learn how
TikTok application can consider a learning medium to improve students’ pronunciation
skills. The study was tested on the university English education student Suryakancana.
The received data was completed with observation and questionnaire by using a
qualitative approach. The success of the study pointed out a positive attitude and strong
desire toward the use of the TikTok application because of its efficiency in academics.
The boundary of the study was about pronunciation skills.
Through several previous research, we can assume that the utilization of TikTok in
academic performance is an essential topic that we should pay attention. The research’s
stream is English language learning and the positive effects of utilizing TikTok to
enhance students’ speaking skills. The gap between the previous studies was the
limitation of research in showing TikTok as a learning platform to develop speaking
skills. Moreover, the article about using TikTok as a learning medium is still limited in
number. Thus, the present study of the research desire to find out the benefits which
TikTok can bring to enhance the speaking skill of students.

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Chapter 3

METHODOLOGY

In this research, the study’s aim is finding out the positive effect of applying TikTok
to speaking English. The scope of this research is to learn how students feel about
utilizing TikTok to improve their English-speaking skills and to investigate the reasons
why TikTok can boost the effectiveness of speaking.
In order to collect the data, the research method used in this research is the
quantitative method. The quantitative technique involves writing the study findings in a
clear and impartial manner. Charts, tables, and graphs are non-textual components that are
utilized to supplement the overall explanation of the available results. They also explain
key points so that the students have a better understanding of the TikTok application and
evaluate the impact of using it in learning English. A quantitative questionnaire
description is revealed in form of an online survey. This survey was prepared for 40 third-
year students specializing in English Studies at HUFLIT, 20 students from English
business, and the rest from English teaching, English office administration, English
translation – interpretation, and Chinese – English bilingual language. This way to collect
data made sure that this information is accurate and high-quality response, is not only
from the researcher’s perspective. By using this way, students also expressed their points
of view and felt free to give personal ideas. Thus, it was useful for this research and also
for realistic situations.

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Chapter 4

DATA ANALYSIS AND FINDINGS

This chapter analyses and discusses the results of students’ responses to the survey.
Data of this research were collected via a questionnaire and analyzed descriptively. The
purpose of the data is to clarify the answers to the research questions mentioned in the
previous chapter.
The students’ responses are divided into 3 major parts:

4.1 Students’ utilization of TikTok for speaking English learning

7,5%

92,5%

Chart 4.1.1: Students’ utilization of TikTok

The first question in the questionnaire is “Do you use TikTok?”. This question is
aimed at investigating the popularity of TikTok among third-year students at HUFLIT,
preparing for the data analysis for the further questions. Out of 40 students, only 3
students (7.5%) have not ever used TikTok. Meanwhile, 37 students who corresponded to
92.5% have been using TikTok. It can assume that this application is populous among
university students.

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 Never Rarely Sometimes Often Usually
The frequent TikTok 2,5% 12,5% 25% 37,5% 22,5%
utilization of English
learning content.
Table 4.1.1: TikTok students’ utilization of English learning content
The second question is “How often do you spend time learning content about English
on TikTok?’’. This question is designed to know about the frequency of TikTok’s use of
English learning content. The above figures demonstrate that the majority of the students
surveyed spent most of their time in English learning content through TikTok. The exact
percentage is 85%, of which 25% chose sometimes, the highest one is often with 37,5%,
and the other one is usually with 22,5%. In contrast, only 2,5% out of 40 students have
not watched English learning content on TikTok. The rest percentage was 12,5% which
rarely spends time on learning content. These figures imply that TikTok learning content
is not strange to HUFLIT university students, and most of them are using it regularly.

4.2 Positive effects of TikTok on English speaking ability among students

There are many answers about the aspects of speaking English learned through
TikTok. But these are 4 common answers that most students chose are shown in Figure 3.

7,5%

10%

50%

32,5%

Chart 4.2.1: Aspects of speaking English that students can learn through TikTok

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 According to the data displayed in figure 3, 50% of the participants chose
pronunciation that they can improve via TikTok. As may know that TikTok is a video
platform having animated scenarios and catchy sounds. Apart from that, the English
content is made into situations effectively so that students can follow up easily. Moreover,
many challenges with the hashtag about pronunciation that students can duet with the
other. In any way, they are attracted to it and can imitate its content naturally. Although
students’ input comes across in an accident on the scrolling up, the output can be crabbed
in their minds with specific context for a long time. There are 13 participants (32,5%) out
of 40 participants chose useful tips (time management, dress code to impress the
examiner… in speaking test) There are lots of TikTok users that can be the master at
English academic sharing the experience about the English test. For students wanting to
take the English text, these contents are such precious knowledge that is shared by the one
who used to take it in real. If students do not use TikTok, they must search for these tips
in networks, but it is not always the case. Because not all the websites are believable, and
the transmission of news can be for advertising. However, in TikTok, students can
approach the real experience from experts. Within short and vivid videos, students can
listen to and enjoy the new ideas instead of reading lots of words on the website. In
addition, 10% of participants, which corresponded to 4 participants, stated that TikTok
could help them learn vocabulary. Some accounts made the video about new words in the
corresponding topic so that students do not spend too much time collecting vocabulary.
Furthermore, 3 participants (7,25) agreed that they can learn grammar structure through
TikTok. Like vocabulary, TikTok also has some videos related to grammar structures that
can be the outline in the speaking test or maybe the difficult structure to score in the
examination.

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There are 4 hashtags that most of the students use to improve their speaking skill

17,5%
32,5%

22,5%

27,5%

Chart 4.2.2: Hashtags content Speaking skill

As shown in figure 4, the data in the 4 hashtags are quite similar, with not a big
difference. The highest one is #LearnonTikTok with 32,5%. It is the most populous
academic hashtag having enormous videos about speaking content also English content.
Lower than #LearnonTikTok 2 participants is #Duetwithme with 27,5%. This is hashtag
is used for challenging the others. Learning is not only self-study but also others’
interactions. Students can compete with other people like in competition, but they also
can practice pronunciation. Besides, they have a chance to be creative in making videos.
Learning English speaking in that way is kind of interesting, but still brings effective
results. Furthermore, 22,5 % is the hashtag #LearnEnglish. This contains many videos not
only about speaking skills but also 4 skills in English. There have various topics about
speaking English skills that are simple ways for students to access relevant speaking
topics. The fourth is the #PronunciationChallenge having 7 participants chosen. It is sort
of #Duetwithme but #PronunciationEnglish is not viral as #Duetwithme.

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 5%

45%
50%

Chart 4.2.3: Output that students can achieve through TikTok

By using TikTok, students state that they can improve their speaking English
significantly. The aspects that students can get better are shown in detail in Fig.5. Most of
the 50% of participants agreed that TikTok can make them increase enthusiasm and
confidence. Utilizing the TikTok in frequency-time, they can get familiar with the
notation and be able to imitate the native speakers’ accents. English can come into
students’ daily life naturally. However, students’ speaking sounds better and gets more
motivation in English speaking learning. The others with 45% of participants claimed that
they can apply the knowledge learned through TikTok in the real life. The content on
TikTok is not far from our imagination but it is realistic situation close to our life.
Therefore, students can practice what they learned in their life directly. Learning in that
way can help them to remember knowledge for the long term. The last answer with 10%
claimed that they can get high scores through TikTok. Far more different than the 2
others’ answers, this answer has tension in academics. If in the second answer, students
can apply the knowledge in real life, students can achieve better grades in the
examination.

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 10%

35%
55%

Chart 4.2.4: Students’ interest in making videos related to English content

In this question, it was found that 22 students out of a total of 40 students answered
certainly want to make videos related to English learning on TikTok. It can be concluded
that they find out excitement in learning through TikTok. Because in making videos on it,
students have a real chance to apply what they have learned and entertain in that way.
Meanwhile, 14 were not sure about making videos on TikTok, because maybe they got
confused about the usage of TikTok or the contents of videos. In the last one, 4
participants were not interested in using TikTok.
SD D N A SA
Can the TikTok 2,5% 7,5% 32,5% 35% 22,5%
application improve your
English-speaking skill?
Table 4.2.1: Agreement that TikTok can improve English-speaking skill
SD: Strongly disagree, D: Disagree, N: Neutral, A: Agree, SA: Strongly agree
As shown in the above table, most of the participants with 35% agreed that TikTok
can help them enhance their speaking skills. 22,5% chose strongly agreed their speaking
gets better by using this application. The effects of TikTok were recognized as efficient
by 57,5% of 23 participants. With 32,5% neutral, they do not find out the impacts of
TikTok on speaking English ability but also do not deny it. However, it still had a 10%
declaration with 7,5% disagreed and 2.5% strongly disagreed.

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4.3 The reason for considering TikTok as a learning tool

15%

40%
17,5%

27,5%

Chart 4.3.1: Reasons for choosing TikTok for learning

The paragraph below has shown reasons why people choose TikTok as a learning tool
for themselves. With the wide range of benefits, here are the four main reasons why
TikTok should be considered as a learning tool for the youth instead of an entertaining
tool. According to the statistics, there are 40% of participants claim that videos recorded
on TikTok are eye-catching and easy to follow. This somewhat explains that students find
the entertainment is strongly useful when it is used for academic purposes, instead of
focusing on the old same learning style in class which sometimes makes them want to fall
asleep, they can acquire the knowledge easily through fascinating videos. The second
reason is TikTok can transmit to its users’ valuable learning content rapidly in only 15
seconds, and the answer is up to 27.5%. Persistence is a necessary factor for students if
they want to enhance their academic performance, but not everyone has enough
persistence to read a whole book or stay in one place listening to a lesson. Fortunately,
TikTok can simplify this situation by providing useful content for students with only a 15-
second short video which boosts students’ learning spirit remarkably. Next, the third
reason which accounts for 17.5% is people find it brings useful knowledge to them,
TikTok’s contents are mostly entertaining videos, but it does not mean it cannot be used
for studying purposes. Besides the wide range of academic content, TikTok can also
provide you with videos that are necessary for your daily life like soft–hard skills,

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lifestyle, health improvement lessons, etc. With a rich content repository, TikTok can
effectively offer its users not only academic lessons but also helpful daily life aspects for
the final reason which accounts for 15% is there are many TikTok users who can offer
high-quality content about learning English. During the 4.0 era, many lecturers find that
they have to keep up with the social development, so they choose TikTok as a tool in
order to renew their way of teaching. Amazingly, this creates a lot of precious content for
those who want to learn English from basic to complicated lessons. From this, now
anyone can easily approach English
A little bit Normal Really much
How much do you enjoy 10% 32,5% 57,5%
learning English content?
Table 4.3.1: Students’ satisfaction with TikTok
This question is aimed at exploring participants’ attitudes toward enjoying social
media application-TikTok as a learning tool. According to the data displayed in the above
table 57,5% of participants, corresponding to 23 participants, agreed with their really
much enjoyment of TikTok learning English content while 32,5% of participants,
equivalent to 13 participants, were normal with these contents on TikTok and 10%
equivalent to 4 participants felt a little bit enjoyable with doing so. The results of this
question indicate that most participants help positive attitudes toward utilizing TikTok for
English learning literally speaking skills.

10%

50%

35%

Chart 4.3.2: Elements making TikTok be a useful learning tool

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 In order to investigate participants’ perceptions of elements making TikTok a useful
learning tool, the tenth question was set, which is “What element makes TikTok be a
useful learning tool?’’ The results stated that there were three vital elements that help
TikTok become efficient in learning the English language. For the first element, 20
participants believed that edutainment was contained in videos. Students can both
entertain and learn at the same time. Therefore, using TikTok can reflect the positive
effects of sharing knowledge as an educational tool but still maintain characteristic
entertainment. The second element raised by 14 participants (35%) was that popularity
makes TikTok a useful learning tool. It was not denied that TikTok is the most viral social
media that the majority of students are using. Making use of this, many users decided to
develop their teaching content which is an approach widely to many students’ objects.
Therefore, the popularity of TikTok as a helpful learning tool is expanding to many kinds
of people. It offers anyone at any age can easily learn a second language from basic to
complex lessons without being afraid of not knowing where to start. In the last answer, it
found that 6 participants out of a total of 40 students answered knowledge transmission.
We all know that TikTok is the most popular software for the entertaining purpose which
attract a lot of student users. From these points, we can understand that students are easily
attracted to fascinating content. By turning knowledge into short entertaining videos,
teachers can use TikTok as an effective tool in fulfilling students’ knowledge missing
spot. Apart from the three elements mentioned above, TikTok is believed to be a useful
tool for helping students’ learning.

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Chapter 5

CONCLUSION

5.1 Conclusion
Based on the data collected, the following conclusions were drawn:
1. TikTok application is a significant tool for the learning process, and it has the potential
to make students’ learning process more straightforward and effective.
2. By using an animated video interface with eye-catching and short videos, TikTok
makes students attracted to academic videos and feel easy to follow and approach the
content.
3. Even though the survey only included 40 students, the findings revealed that
transforming information into videos is considerably more beneficial than traditional
learning techniques for students to develop speaking abilities.
4. TikTok exposes students to a new environment in which they can practice speaking
enjoyably through many hashtags like #LearnonTikTok, and #Duetwithme... and provide
a forum for students to share their experiences
5. The effectiveness of TikTok is proven that students’ improvement in applying
knowledge in real life, being more motivated and confident to speak English, being able
to relieve tension on examinations, and getting high scores.
5.2 Recommendation
1. To bring the concept of "Leaning on TikTok" closer to students, the university should
offer several seminars discussing TikTok's influence on learning. Additionally, adopting a
school-specific hashtag might make it easier for students to learn about specific subjects.
2. Students may approach TikTok as a learning medium rather than an entertainment site
with an open mind and a positive mindset. Having a good use schedule can assist students
to avoid being addicted to TikTok rather than learning from it.
3. Educational methods should always be important topic examined by every educator.
Problems surrounding “Leaning on TikTok” should still be studied and expanded further
in the future.

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 REFERENCES
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application as media for learning English pronunciation. I connect 2021.

Dalem. (2017). Difficulties of speaking that are encountered by English language students
at Al Margeb university. Semantic Scholar, 100.

Gupta, Bashir. (2018). Social networking usage questionnaire: Development and

validation in an Indian higher education context. Turkish online and journey of
distance education.

Maulana. (2018). The correlation between motivation behavior and speaking ability.
Project ( Professional journey of English education), 115.

Shaimaa. (2006). The effectiveness of a Task-Based instruction program in developing

the English language speaking skills to secondary stage students. Eric, 200.

Sharma, V. (2019). Saudi Students' Perspective on Social Media Usage to Promote EFL
Learning.

Yang, H. (2020). Secondary-school students' perspectives of utilizing TikTok for English

learning in and beyond the EFL classroom. ETSS, 162-183.

Yolanda, F. (2021). The effect of TikTok application towards students' speaking skill.
Repository, 120.

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 APPENDIX

Utilizing social media as a tool to enhance English learning: A case study of

the positive effects of TikTok platform on English speaking ability among
students at Huflit. (Việc sử dụng mạng xã hội như một công cụ học Tiếng anh:
Bài nghiên cứu về ảnh hưởng tích cực của ứng dụng TikTok trong việc cải
thiện kĩ năng nói Tiếng anh của sinh viên năm ba trường Huflit)

Hello everyone. I am doing research related to the benefits of TikTok on learning

English speaking skills. This survey is made with the express purpose of collecting the
data to clarify the research. Hopefully, you can complete the below questions. Your
response means a lot to my research. Many thanks for your support. (Xin chào anh/chị
sinh viên, hiện tại tôi đang thực hiện 1 nghiên cứu về lợi ích của sử dụng ứng dụng
TikTok cho việc học kĩ năng nói Tiếng anh. Bảng khảo sát này được thực hiện nhằm mục
đích thu thập thông tin và tìm hiểu quan điểm của sinh viên về lợi ích của việc cải thiện kĩ
năng nói Tiếng anh thông qua TikTok. Rất mong các anh/chị sinh viên dành chút ít thời
gian để chia sẻ thông tin trong bảng khảo sát này. Mọi ý kiến của anh/chị đều đóng góp
vào sự thành công của nghiên cứu này. Chân thành cảm ơn.

1. What is your major? (Chuyên ngành của bạn là gì?)

Business English (Tiếng Anh thương mại)
English Language Teaching (Tiếng Anh giảng dạy)
English office administration (Tiếng Anh nghiệp vụ văn phòng)
English Translation – Interpretation (Tiếng Anh Biên-Phiên dịch)
Chinese – English Bilingual Language (Song ngữ Anh-Trung)
2. Do you use TikTok? (Bạn có sử dụng TikTok không?)
Yes (Có)
No (Không)
3. How often do you spend time learning content about English? (Bạn có thường xuyên
luớt xem nội dung về học tập Tiếng Anh không?)
Usually (Thường xuyên)
Often (Thường)
Sometimes (Thỉnh thoảng)
Seldom (Hiếm khi)

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 Never (Chưa bao giờ)
4. In your opinion, can the TikTok application improve your English-speaking skill?
(Theo bạn, TikTok có thể cải thiện kĩ năng nói Tiếng Anh không?)
Strongly agree (Hoàn toàn đồng ý)
Agree (Đồng ý)
Neutral (Trung lập)
Disagree (Không đồng ý)
Strongly disagree (Hoàn toàn không đồng ý)

5. Which aspect can you learn in speaking English through TikTok? (TikTok có thể giúp
bạn cải thiện khả năng nói Tiếng Anh về khía cạnh nào?)
Pronunciation (Phát âm)
Vocabulary (Từ vựng)
Grammar structure (Cấu trúc ngữ pháp)
Useful tips (time management in the Speaking test, …) (Những mẹo hữu dụng:
quản lí thời gian khi thi nói Tiếng Anh…)
Others: …. (Ý kiến khác)

6. What hashtag do you use for learning English on TikTok? (Bạn sử dụng Hashtag nào
để học Tiếng Anh trên TikTok?)
#LearnonTikTok
#LearnEnglish
#Duetwithme
#PronunciationChallenge

7. How can TikTok enhance your speaking skill? (TikTok đã giúp bạn học tốt kĩ năng nói
Tiếng Anh như thế nào?)
Increase enthusiasm and confidence (Tạo sự hăng hái và tự tin)
Get a high score (Đạt được điểm cao)
Apply in real life (Vận dụng vào đời sống)
Others: …… (Ý kiến khác)

8. How much do you enjoy learning English content? (Bạn có thích học Tiếng Anh qua
TikTok không?)
Really much (Rất thích)
Neither like nor dislike (Trung lập)
A little bit (Một chút)

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9. Are you interested in making other videos related to learning English on TikTok? (Bạn
có muốn quay video về học Tiếng Anh và đăng lên TikTok không?)
Certainly (Tất nhiên là có)
Maybe (Có thể)
No, I don’t like (Tôi không thích)
10. Why do you use TikTok for learning? (Tại sao bạn thích việc học thông qua
TikTok?)
Because videos on TikTok are eye-catching and easy to follow.
(Bởi vì sự bắt mắt và dễ dàng theo dõi của những video trên TikTok)
Because there are many accounts that form information for learning English.
(Bởi vì có nhiều tài khoản truyền tải nội dung về học Tiếng Anh)
Because we approach learning content quickly within 15 seconds
(Bởi vì có thể tiếp cận được nội dung học nhanh trong vòng 15 giây)
Because it brings a lot of useful knowledge
(Bởi vì TikTok mang lại nhiều kiến thức hữu ích)

11. In your opinion, what element makes TikTok a useful learning tool? (Theo bạn, yếu
tố nào của TikTok làm nên một công cụ học tập tiện ích?)
Edutainment (Giáo dục giải trí)
Its popularity (Tính phổ biến)
Knowledge transmission (Truyền tải kiến thức)

13. TikTok is still not used widely in learning English. Can you give suggestions for
university students to use TikTok appropriately? (Hiện nay, TikTok vẫn còn chưa
được sử dụng rộng rải để học tập Tiếng Anh. Bạn có đề xuất gì để các sinh viên đại
học sử dụng TikTok phù hợp hơn không?)

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