From textbook to TikTok



From textbook to TikTok
The use of social media platforms such as TikTok has become increasingly popular in recent years, and it is not limited to entertainment purposes only. It allows people to increase learning methods, it provide learners with a fun and engaging way to develop their language skills. However, further research is needed to determine the full extent of TikTok’s potential as a language-learning tool.

TikTok is a social media platform that allows users to create and share short videos, with a focus on music, dance, and comedy. While TikTok is often associated with entertainment, it also has the potential to be a powerful tool for language learning. This makes it an ideal tool for language learning because it provides learners with exposure to authentic language use in real-world contexts. By watching videos created by native speakers of English, learners can improve their listening and comprehension skills and learn new vocabulary and expressions. TikTok also allows users to create videos, which can be used as a tool for practicing language skills such as speaking, pronunciation, and writing. Users can even get feedback from native speakers and other language learners by sharing their videos with the community. While TikTok shows promise as a language learning tool, further research is needed to determine its full potential. Some challenges may arise, such as the quality of the content and potential distractions from other entertainment content.  However, the findings suggest that TikTok can be an effective supplement to traditional language learning methods, providing learners with a fun and engaging way to develop their language skills.

Social media
Social media is a term used to describe a group of online platforms and technologies that enable users to create, share, and exchange user-generated content and participate  in  social networking. Social media platforms are primarily internet-based and may include websites, mobile applications, and other digital communication tools.

Social media allows individuals and organizations to connect and interact with each other, share information, and build communities. Users can share a wide range of content, including text, images, videos, and links. Social media platforms also offer features such as commenting, liking, and sharing, which allow users  to  engage  with  each  other’s  content  and  build relationships.

TikTok as an educational tool
TikTok is a well-known social media platform that focuses on young users sharing brief videos lasting from 3 to 60 seconds. Users can create videos of themselves acting silly or lip-syncing to music or speech recordings, and then modify the content using different visual effects. Demmy and Fathul (2018) state that TikTok is a newly popular social media platform that allows users to create interesting videos and engage in private chats. The app has simple yet captivating visual effects. One potential productive use of TikTok in the classroom is for students to watch videos created by teachers. In a flipped classroom approach, teachers have produced their own videos to explain complex topics and provide detailed instructions for assignments, which are accessible on their personal websites.

  • The research was conducted by Chen and Kang (2023) stated that TikTok helps students in becoming more fluent in English.
  • Some researchers have employed social media apps as educational resources, as demonstrated by Herlisya and Alfiawati’s (2019) use of TikTok as a platform for instructing English language writing abilities.

It is undeniable that TikTok has the potential to serve as an effective educational tool, particularly in enhancing one’s listening skills. According to Adnan, Ramli and Ismail (2021), students should be offered a range of options to choose from, based on their individual learning styles and interests, while also encouraging the use of autonomy-supportive behaviors and increasing its usage.

TikTok videos often make use of animations, graphics, and other visual elements that can make the learning experience more engaging and interactive. For instance, a TikTok video may use animations to demonstrate the correct pronunciation of a word or the use of a particular grammar rule. These visual aids can be particularly helpful for learners who are visual or kinesthetic learners, as they can help to reinforce concepts and improve retention. On the other hand, TikTok has the potential to help learners fit learning into their busy schedules and make more progress in less time.

Furthermore, the engaging nature of TikTok’s content, which often includes animations, graphics, and interactive elements, can help learners stay  motivated and focused on their language  learning goals.  This can lead to more efficient and effective learning, allowing learners to make progress in less time.

However, it is important to note that TikTok should not be used as the sole method of language learning, as it may not provide a comprehensive understanding of grammar and vocabulary. It should be used in conjunction with other language learning resources, such as textbooks, courses, and language exchange programs. Furthermore, TikTok’s short-form video format offers a unique and engaging way to learn English language.  Unlike traditional learning methods, TikTok’s videos can be more immersive, interactive, and visually stimulating, which can make the learning process more enjoyable and effective for many learners.

TikTok’s videos can be replayed multiple times, allowing learners to review and reinforce their understanding of the content. This feature provides a more dynamic and interactive learning experience than traditional textbooks or lectures, as learners can engage with the content actively and at their own pace. The ability to replay videos also provides an opportunity for learners to focus on specific language skills or concepts they need to improve, enabling them to customize their learning experience.  By providing an immersive and engaging learning experience, TikTok has the potential to motivate learners to continue learning and practicing English language skills. This can lead to more effective learning outcomes, such as improved grammar, pronunciation, and vocabulary.


  TikTok can be a valuable tool for learning English as a second language. The platform’s short-form videos and unique style of communication can provide an engaging and entertaining way for language learners to practice their skills. Users can find a variety of English language content on TikTok, including instructional videos, language challenges, and conversations between native and non-native speakers. Additionally, the app’s algorithm can be customized to provide more English language content for users who express an interest in learning the language.


Adnan, N. I., Ramli, S., & Ismail, I. N. (2021). Investigating the usefulness of TikTok as an educational tool. International Journal of Practices in Teaching and Learning (IJPTL), 1 (2). pp. 1-5. ISSN 2773-5826 Chen, X. & Kang, H. (2023). Utilization TikTok application for learning oral English. Journal of Education, Humanities and Social Sciences, 8, 1643-1648. Doi:10.54097/ehss.v8i.4538. Demmy, D., & Fathul, Q. (2018). Persepsi mahasiswa Universitas Tribhuwana Tunggadewi Malang terhadap Tik Tok Jurusan Ilmu Komunikasi dan FISIP. Jurnal Ilmu Sosial dan Ilmu Politik, 7(2). Duan, C. (2023). Tik Tok: A New Way of English Learning. Journal of Education, Humanities and Social Sciences. 8. 127-133. 10.54097/ehss.v8i.4237 Doyle, B. (2023, March 21). TikTok statistics – everything you need to know [Mar 2023 update]. Wallaroo Media. Retrieved March 24, 2023, from socialmedia/tiktokstatistics/#:~:text=TikTok%20is%20available%20in%20over,be%20on%20TikTok%20right%20now Herlisya, D., & Wiratno, P. (2019). Having Good Speaking English through TikTok Application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191-198. Kabilan, M. K., Ahmad, N., & Zainol Abidin, M. J. (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, 13, 179-187. Lin, C. H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124-147